Formação da competência informacional de especialistas em educação pedagógica no âmbito do estudo de disciplinas de formação profissional

Liudmyla Homlia; Liudmyla Chystiakova; Valerii Tytarenko; Leonid Golovach; Nataliia Vlasenko; Igor Sukhitskyi

doi:10.22633/rpge.v30iesp2.21357

Autores/as

Liudmyla Homlia Poltava V.G. Korolenko National Pedagogical University https://orcid.org/0000-0002-0462-9338
Liudmyla Chystiakova Volodymyr Vynnychenko Central Ukrainian State University https://orcid.org/0000-0002-9076-2484
Valerii Tytarenko Poltava V.G. Korolenko National Pedagogical University https://orcid.org/0000-0003-2362-2876
Leonid Golovach Poltava V.G. Korolenko National Pedagogical University https://orcid.org/0000-0002-0216-5912
Nataliia Vlasenko Poltava V.G. Korolenko National Pedagogical University https://orcid.org/0000-0002-3811-6493
Igor Sukhitskyi Poltava V.G. Korolenko National Pedagogical University https://orcid.org/0009-0004-4156-5478

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21357

Palabras clave:

Competencia informacional, Competencia digital del profesorado, Autoeficacia, Desarrollo profesional, Educación básica

Resumen

Este estudio analiza los factores relacionados con la competencia informacional docente utilizando evidencias finlandesas como referencia analítica para los especialistas en pedagogía de Ucrania, centrándose en la autoeficacia, la adecuación de la formación continua, la actividad digital, la edad, el género y el nivel de urbanización. Utilizando un conjunto de datos (N = 4.988) recopilado entre 2017 y 2019, se analizó una submuestra de 1.278 docentes con datos completos mediante estadísticas descriptivas, análisis de correlación, regresión lineal múltiple y ANOVA con comparaciones post hoc en Stata. Los resultados muestran que la actividad digital y la autoeficacia son predictores positivos significativos de la competencia informacional, mientras que la edad es un predictor negativo significativo. La adecuación de la formación continua, el género y el nivel de urbanización no fueron significativos en el modelo de regresión. En lugar de afirmar una medición directa de docentes ucranianos, el artículo interpreta los hallazgos finlandeses como referencia comparativa para Ucrania y formula implicaciones para la formación docente orientada a la práctica, el desarrollo profesional diferenciado y la infraestructura digital equitativa.

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Biografía del autor/a

Liudmyla Homlia, Poltava V.G. Korolenko National Pedagogical University

Universidade Pedagógica Nacional V.G. Korolenko de Poltava, Poltava – Ucrânia. Doutora em Biologia, Professora Associada do Departamento de Botânica, Ecologia e Métodos de Ensino de Biologia, Faculdade de Ciências Naturais e Gestão.

Liudmyla Chystiakova, Volodymyr Vynnychenko Central Ukrainian State University

Universidade Estadual Central da Ucrânia Volodymyr Vynnychenko, Kropyvnytskyi – Ucrânia. Doutora em Ciências Pedagógicas, Professora, Chefe Interina do Departamento de Ciências da Computação, Programação, Inteligência Artificial e Educação Tecnológica, Faculdade de Matemática, Ciências Naturais e Tecnologia.

Valerii Tytarenko, Poltava V.G. Korolenko National Pedagogical University

Universidade Pedagógica Nacional V.G. Korolenko de Poltava, Poltava – Ucrânia. Doutor em Ciências Pedagógicas, Professor Associado do Departamento de Educação Profissional em Design e Segurança da Vida.

Leonid Golovach, Poltava V.G. Korolenko National Pedagogical University

Universidade Pedagógica Nacional V.G. Korolenko de Poltava, Poltava – Ucrânia. Doutor em Filosofia, Chefe do Departamento de Defesa da Ucrânia e Segurança da Vida.

Nataliia Vlasenko, Poltava V.G. Korolenko National Pedagogical University

Universidade Pedagógica Nacional V.G. Korolenko de Poltava, Poltava – Ucrânia. Doutora em Ciências Biológicas, Professora Associada do Departamento de Educação Primária, Vice-Reitora da Faculdade de Educação Pedagógica e Artística.

Igor Sukhitskyi, Poltava V.G. Korolenko National Pedagogical University

Universidade Pedagógica Nacional V.G. Korolenko de Poltava, Poltava – Ucrânia. Aluno de pós-graduação do Departamento de Teoria e Métodos da Educação Tecnológica, Faculdade de Tecnologia e Design.

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