Conectados fuera, desconectados dentro. Las redes sociales en la formación inicial docente
DOI:
https://doi.org/10.5944/ried.28.1.41343Palabras clave:
redes sociales, formación de profesores, aprendizaje autónomo, comunicación educativa, herramientas digitalesResumen
Las redes sociales se han convertido recientemente en espacios privilegiados en los que los docentes comparten información e intercambian recursos y materiales, así como se relacionan, colaboran y crean comunidad. En este artículo nos ha interesado conocer si los futuros profesores utilizan las redes sociales para su aprendizaje y desarrollo, identificar los motivos para su uso y analizar posibles diferencias en ellos. Para responder a estos objetivos, diseñamos y validamos un cuestionario de 33 ítems que fue respondido por 231 profesores en formación de Educación Infantil, Primaria y Secundaria matriculados en 10 centros de estudios universitarios o universidades españolas públicas y privadas. Los resultados evidencian que hay redes sociales que los docentes en formación dicen no utilizar nunca en un porcentaje alto como Linkedin, Facebook, TikTok o X (Twitter), mientras que otras redes sociales como Instagram o YouTube son utilizadas de forma continua. Los docentes en formación utilizan las redes con tres objetivos principales: encontrar recursos y personas para aprender, como medio para su aprendizaje académico y como herramienta para obtener apoyo mutuo. Encontramos diferencias destacables en relación con la edad y el nivel educativo para el cual se preparan, siendo los docentes jóvenes que cursan un Grado quienes perciben más positivamente los motivos que aquellos con mayor edad que estudian un Máster. Se concluye destacando la necesidad de integrar en los programas de formación inicial docente el conocimiento y uso de las redes sociales como herramientas útiles para los docentes conectados del siglo XXI.
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