Modernização dos conteúdos da formação de professores no contexto dos desafios digitais e sociais da nossa época

Ivan Vasylykiv; Nataliia Stasiv; Oksana Hevko; Anna Chepeliuk; Inna Tabachnyk

doi:10.22633/rpge.v30iesp2.21361

Autores/as

Ivan Vasylykiv Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0002-9220-1736
Nataliia Stasiv Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0001-7919-5151
Oksana Hevko Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0002-9051-6021
Anna Chepeliuk Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0001-7447-8478
Inna Tabachnyk Conselho Regional de Kharkiv https://orcid.org/0000-0003-1084-3258

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21361

Palabras clave:

Modernización de la formación del profesorado, Transformación digital de la educación, Innovaciones pedagógicas, Aprendizaje adaptativo, Inteligencia Artificial en la educación

Resumen

La tarea actual de la formación docente consiste en elaborar un modelo integrado destinado a modernizar los contenidos de dicha formación a la luz de los cambios digitales y la dinámica social. Se presta especial atención al problema de la implementación fragmentada de las tecnologías, lo que limita la eficacia de la formación docente y complica la adaptación de los programas educativos a los nuevos requisitos profesionales. La metodología de nuestro estudio se basa en una combinación de análisis estructural, enfoque comparativo y modelización de los procesos educativos. Se aplicó la descomposición de los elementos funcionales del aprendizaje, lo que permitió identificar las relaciones entre los componentes tecnológicos, didácticos y sociales. La parte analítica consistió en evaluar la eficacia de diversos modelos educativos utilizando indicadores cuantitativos. Los resultados muestran que la mejora de la calidad de la formación docente está asociada a la transición hacia modelos de aprendizaje adaptativos, que tienen en cuenta las trayectorias educativas individuales y proporcionan retroalimentación basada en datos analíticos.

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Biografía del autor/a

Ivan Vasylykiv, Drohobych Ivan Franko State Pedagogical University

Universidade Estadual Pedagógica Ivan Franko de Drohobych, Drohobych – Ucrânia. Doutor em Ciências Pedagógicas, Professor Associado, Departamento de Disciplinas Fundamentais do Ensino Fundamental, Faculdade de Educação Primária e Artes.

Nataliia Stasiv, Drohobych Ivan Franko State Pedagogical University

Universidade Estadual Pedagógica Ivan Franko de Drohobych, Drohobych – Ucrânia. Doutora em Ciências Físicas e Matemáticas, Professora Associada, Departamento de Disciplinas Fundamentais do Ensino Fundamental, Faculdade de Educação Primária e Artes.

Oksana Hevko, Drohobych Ivan Franko State Pedagogical University

Universidade Estadual Pedagógica Ivan Franko de Drohobych, Drohobych – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada, título de Mestre do Povo da Ucrânia, Membro da União dos Mestres de Arte Popular da Ucrânia, Professora Associada do Departamento de Pedagogia Geral e Educação Pré-escolar, Faculdade de História, Pedagogia e Psicologia.

Anna Chepeliuk, Drohobych Ivan Franko State Pedagogical University

Universidade Estadual Pedagógica Ivan Franko de Drohobych, Drohobych – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada, Departamento de Teoria e Métodos de Educação Física e Esportes, Faculdade de Saúde Humana e Ciências Naturais.

Inna Tabachnyk, Conselho Regional de Kharkiv

Instituição Municipal Academia Humanitária-Pedagógica do Conselho Regional de Kharkiv, Kharkiv – Ucrânia. Doutora em Ciências Psicológicas, Professora Associada, Departamento de Teoria e Métodos de Educação Pré-escolar, Faculdade de Educação Pré-escolar, Educação Especial e História.

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