Mental representation of digital cultural concept and its relation with the educational practicum ‘ethno-educative voices’ /
The current research emphasizes on the understanding and the relation between mental representations of the concept of digital skills and its relation with the pre-service teachers’ educational praxis from the ethno-educational program of a HEI in Bogotá, D.C. With a qualitative focus and an ethnogr...
- Autores:
-
Arguello Muñoz, Ferdy Carina
Herazo Chamorro, Mónica Isabel
Álvarez Ruíz, Liliana Patricia
Restrepo Ruiz, Marisela
Mendivil Hernández, Patricia María
González Sánchez, Eduardo José
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universitaria del Caribe - CECAR
- Repositorio:
- Repositorio Digital CECAR
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cecar.edu.co:cecar/10703
- Acceso en línea:
- https://repositorio.cecar.edu.co/handle/cecar/10703
- Palabra clave:
- Mental representations
Digital-cultural competencies
Pedagogical practicum
Tertiary students
- Rights
- openAccess
- License
- Derechos Reservados - Corporación Universitaria del Caribe CECAR
| Summary: | The current research emphasizes on the understanding and the relation between mental representations of the concept of digital skills and its relation with the pre-service teachers’ educational praxis from the ethno-educational program of a HEI in Bogotá, D.C. With a qualitative focus and an ethnographic approach, letting the collected data be interpreted, through the analysis, the open, selective and axial codification. Subsequently, study categories area constructing new concepts to generate new knowledge and research about the addressed topic, mental representations, digital-cultural competencies and tertiary students’ practicum. As a result, it was evidenced that what pre-service teachers internalize in front of what they understand and inquire as digital-cultural competence and the transversalization of their pedagogical praxis in educative sceneries, such as the institutional and professors’ commitment, precise, the formalization of the mixed-digital spaces of communication, this, imply that teachers dynamize curricular proposals in the construction of learning communities in global networks, in order to optimize knowledge and intercultural comprehension of the rising tendencies between cultures in the exchange and the interaction to break the dominant hegemony of a traditional education. |
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