E-formación y educación superior en las líneas de actuación de la Unión Europea. Competencia digital y metodológica del docente de lenguas extranjeras

  1. Heinsch, Bárbara 1
  2. Rodríguez Pérez, Nieves 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Zeitschrift:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Datum der Publikation: 2023

Titel der Ausgabe: Integridad Académica en la Era de la Inteligencia Artificial Generativa- Academic integrity in the era of generative artificial intelligence (GAI)

Ausgabe: 29

Nummer: 2

Art: Artikel

DOI: 10.30827/RELIEVE.V29I2.25176 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Ziele für nachhaltige Entwicklung

Zusammenfassung

A formação de professores é um dos aspetos fundamentais para a qualidade do ensino superior, uma ferramenta imprescindível para inovar nos métodos de ensino e, no caso dos professores de línguas, para aproximar os estudantes da outra língua e cultura. O objetivo desta investigação, por um lado, de tipo descritivo-analítico e, por outro, qualitativo, é rever a linha de atuação da União Europeia em termos de exigência formativa, metodológica e digital do pessoal docente universitário, e analisar os cursos de e-formação propostos por universidades alemãs e espanholas incluídas no Ranking de Xangai de 2016, tendo em conta um conjunto de variáveis como as características dos cursos e a quem se destinam. Por outro lado, foi realizado um inquérito a professores universitários de línguas estrangeiras, no qual foram recolhidos dados sobre a formação oferecida pela sua universidade, a integração das TIC no ensino de idiomas e a sua aplicação didática, bem como as necessidades de formação deste coletivo em TIC. Conclui-se que muito poucas universidades alemãs e espanholas – até mesmo depois da crise sanitária provocada pelo COVID-19 – concebem cursos específicos para o desenvolvimento da competência metodológica-digital dos professores de línguas, sendo que a maior parte visa exclusivamente a aquisição de competências digitais. Outro resultado, obtido pela análise do inquérito, é que a formação não pode ser uniformizada, que deve ser elaborado um plano específico para cada coletivo profissional, especialmente para os professores de línguas, devido à singularidade de cada língua e cultura. 

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Fuente de los datos: Dialnet