Desarrollo de competencias docentes para la enseñanza intercultural en entornos virtuales

• Autor: Briceño Nuñez, Chess Emmanuel
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Marcelino Champagnat
• Repositorio: Revista educa UMCH
• Lenguaje: español
• OAI Identifier: oai:revistas.umch.edu.pe:article/295
• Enlace del recurso: https://revistas.umch.edu.pe/index.php/EducaUMCH/article/view/295
• Nivel de acceso: acceso abierto
• Materia: competencias interculturales; diversidad cultural; educación a distancia; formación continua; tecnologías emergentes; Competencias docente; intercultural competencies; cultural diversity; distance education; continuing education; emerging technologies; Teaching competences

This research, focused on the development of teaching competencies for intercultural teaching in virtual environments, had the general objective of investigating the training needs of teachers with the purpose of contributing to an effective pedagogical framework for distance education. A mixed research approach was adopted, combining qualitative and quantitative methods, and the sample consisted of 20 university professors from Sao Paulo, Brazil, who teach in virtual environments. The selected population represented various disciplines and educational levels in higher education. Semi-structured virtual interviews and surveys with closed-ended questions in Likert format were used for data collection. Key findings revealed the demand for continuous training in intercultural competencies and emerging technologies by teachers. The importance of technological integration was highlighted, although challenges such as the digital divide and the need for specific strategies were identified. Cultural sensitivity and intercultural competence emerged as crucial aspects, requiring practical strategies to address cultural diversity. The pedagogical framework, including teacher preparation and strategic integration of technology, was revealed as a determinant for the quality of intercultural teaching in virtual environments. In conclusion, the research highlights the critical importance of continuing education programs that address intercultural and technological competencies, emphasizing adaptability and active integration of emerging technologies as key to overcoming cultural challenges in distance education.