TIC y discapacidad: Principales barreras para la formación del profesorado

• Fernández Batanero, José María ^[1] ; Reyes Rebollo, Miguel María ^[1] ; El Homrani, Mohammed ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: EDMETIC, ISSN-e 2254-0059, Vol. 7, Nº. 1, 2018 (Ejemplar dedicado a: Inclusividad y TIC, dos escenarios interconectados), págs. 1-25
• Idioma: español
• Títulos paralelos:
  • Inclusive ICT or inclusiveness of ICT: Main barriers to teacher training
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• Dialnet Métricas: 15 Citas
• Resumen
  • español

    Este artículo, teniendo como problemática la Formación Permanente de los Maestros españoles en relación con las TIC aplicadas a personas con discapacidad, analiza las principales barreras para el desarrollo de planes de formación del profesorado y aquellos aspectos que se consideran prioritarios en dicha formación. En la parte empírica del estudio se analizaron 241 entrevistas realizadas a profesionales del sector educativo del estado español (miembros de equipos directivos, coordinadores TIC, directores y asesores tecnológicos de centros de formación del profesorado). Entre las conclusiones podemos destacar que las principales barreras que obstaculizan la realización de actividades de formación de TIC y discapacidad en la mayoría de las comunidades Autónomas vienen determinadas en primer lugar por factores económicos, de tiempo y de actitud del profesorado.This article examines the main barriers to the development of teacher training plans and those aspects that are considered to be a priority in this training, as a result of the ongoing training of Spanish teachers in relation to ICTs applied to people with disabilities. In the empirical part of the study, 241 interviews were carried out with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technology consultants of teacher training centers). Among the conclusions we can highlight that the main barriers that impede the implementation of ICT training and disability activities in most Autonomous Communities are determined primarily by economic factors, time and attitude of teachers.

  • English

    This article examines the main barriers to the development of teacher training plans and those aspects that are considered to be a priority in this training, as a result of the ongoing training of Spanish teachers in relation to ICTs applied to people with disabilities. In the empirical part of the study, 241 interviews were carried out with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technology consultants of teacher training centers). Among the conclusions we can highlight that the main barriers that impede the implementation of ICT training and disability activities in most Autonomous Communities are determined primarily by economic factors, time and attitude of teachers.