Cambios en la formación docente en el marco del modelo TPACK considerando el concepto de ingeniería educativa
DOI:
https://doi.org/10.18779/ingenio.v8i1.847Palabras clave:
Proceso de enseñanza-aprendizaje, capacitación docente, modelo TPACK, innovación educativaResumen
La rápida evolución tecnológica y la adopción de metodologías innovadoras están transformando el panorama educativo, afectando tanto a estudiantes como a docentes. Este artículo busca aportar al conocimiento existente sobre la integración de tecnologías en la formación docente, centrándose en el diseño de un modelo de capacitación para educadores basado en el marco TPACK (Knowledge Technological Pedagogical Content). El modelo propuesto tiene como objetivo optimizar el proceso de enseñanza-aprendizaje, mejorando la preparación, ejecución y evaluación educativa mediante el uso de recursos tecnológicos. La investigación emplea un enfoque cuantitativo de tipo empírico-analítico, estructurado en dos fases: en la primera, se realiza una revisión sistemática de la literatura para identificar conceptos clave; en la segunda, se evalúan los métodos encontrados, contextualizándolos dentro del marco TPACK y delineando un flujo modular de formación. De los 90 artículos analizados, se seleccionaron 19 que abordan el uso de la tecnología para innovar la enseñanza, lo que permitió construir un mapa conceptual con herramientas digitales que apoyan la labor docente en diversas fases de la enseñanza. Los resultados indican que un 74 % de los docentes valora positivamente la incorporación de tecnologías dentro del marco TPACK, lo que refuerza su viabilidad en la práctica educativa. Finalmente, se identifican áreas de mejora en la capacitación docente y se proponen ajustes clave, como la inclusión de nuevas herramientas, para fortalecer la implementación del modelo y los principios de la ingeniería educativa.
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