[Retracted] Adaptation and Scaling of Technology-Mediated Teacher Professional Development Approaches in Honduras
Keywords:
online learning, distance education, recurrent education, training curseAbstract
This study was part of an international work in three countries: Ghana, Uzbekistan and Honduras. The purpose was focused on studying and identifying how information and communication technologies (ICTs) can be used in teacher training models at scale to strengthen equity, quality and efficiency in continuous training processes. The study included 3 phases, a Contextualization based on documentary review, a Field Phase 1 with a virtual course for 30 teachers, and a Field Phase II with an improved virtual course with 882 from 5 Departments of the country. The research design collected information from different categories of actors: teachers, tutors, center directors, municipal/district directors, and DGDP staff. All of them participated in the research and responded to various data production and collection instruments: platform learning metrics, WhatsApp group chat content, online surveys, focus groups, and interviews with teachers. The study has made it possible to identify key aspects to successfully address this challenge of implementing virtual media in permanent teacher training.
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Avalos, B., Cavada, P., Pardo, M., y Sotomayor, C. (2010). La Profesión Docente: Temas Y Discusiones En La Literatura Internacional. Estudios Pedagógicos (Valdivia), 36(1), 235–263. https://doi.or- g/10.4067/S0718-07052010000100013
Barber, M., y Mourshed, M. (2007). Cómo hicieron los sistemas educativos con mejor desempeño del mundo para alcanzar sus objetivos. Mckinsey & Company. PREAL. http://www.oei.es/pdfs/documento_preal41.pdf
Boateng, P., y Wolfenden, F. (2022). Moving Towards Successful Teacher Professional Development in the Global South. http://hdl.handle.net/10625/61895
Bruns, B., y Luque, J. (2014). Great Teachers: How to Raise Student Learning in Latin America and the Caribbean. The World Bank. https://doi.org/10.1596/978-1-4648-0151-8
Darling-Hammond, L., Hyler, M. E., y Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311
Foundation for Information Technology Education and Development. (2019). TPD at Scale Coalition for the Global South. https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/57849/57916.pdf
Fundación para la Educación Ricardo Ernesto Maduro Andreu. (2002). Informe de Progreso Educativo Honduras. http://onlinelibrary.wiley.com/doi/10.1002/-cbdv.200490137/abstract
Instituto de Estudios Peruanos y Centro de Estudios de Políticas y Prácticas en Educación. (2015). Las carreras docentes en América Latina. La acción meritocrática para el desarrollo profesional. http://unesdoc.unesco.org/images/0024/002440/244074s.pdf
Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe (SUMMA). (2021). Experiencias de desarrollo profesional docente en América Latina en contextos COVID-19 y su vinculación con tecnologías digitales. https://www.summaedu.org/recursos/experiencias-de-desarro-llo-profesional-docente-en-america-latina-en-contextos-covid-19-y-su-vinculacion-con-tecnologias-digitales/
Lim, C. P., Tinio, V., Smith, M., Zou, E. W., y Modesto, J. E. (2020). Teacher Professional Development at Scale in the Global South. In Education in the Asia-Pacific Region (Vol. 55). Springer Singapore. https://-doi.org/10.1007/978-981-15-7018-6_28
Moya, E. (2021). Informe de país. Desafíos y oportunidades en el sistema educativo de Honduras (Serie Documentos de Trabajo SUMMA. N° 13). https://www.summaedu.org/wp-content/uploads/2022/08/Country_review-HONDURAS.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2019). Informe de seguimiento de la educación en el mundo, 2019: Migración, desplazamientos y educación: construyendo puentes, no muros. https://unesdoc.unesco.org/ark:/48223/pf0000367436
Organización de las Naciones Unidas. (2021). Informe anual de resultados del sistema de las Naciones Unidas en Honduras 2020.
Vaillant, L. y Cardozo-Gaibisso, L. (2017). Desarrollo profesional docente: entre la proliferación conceptual y la escasa incidencia en la práctica de aula. Cuaderno de Pedagogía Universitaria, 13(26), 5-14. https://doi.org/10.29197/cpu.v13i26.259
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Paradigma: Revista de Investigación Educativa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
