Revista de Ciencias Sociales (RCS)
Vol. XXX, No. 2, Abril - Junio
2024. pp. 32-44
FCES-LUZ ●ISSN: 1315-9518 ●ISSN-E:
2477-9431
Como citar: Palma-González, F. R., Borrego-Rosas, C.
E., Rodriguez-Barboza, J. R., y Marquez-Yauri, H. Y. (2024). Permanent
academic update of the teacher: Challenge in the face of the liberalization of
knowledge and technological advance. Revista De Ciencias Sociales, XXX(2),
32-44.
Permanent academic
update of the teacher: Challenge in the face of the liberalization of knowledge
and technological advance
Palma-González,
Felipe Rubén*
Borrego-Rosas,
Carlos Esteban**
Rodriguez-Barboza,
Jhonny Richard***
Marquez-Yauri,
Heyner Yuliano****
Abstract
The objective of this
article is to reflect -through hermeneutic documentary analysis- on permanent
and continuous academic teacher training with a view to generating
emotional-affective and technological competences to face the different and
accelerated changes in current social relations. The didactic-pedagogical work
of educators is complex, diverse, adaptive, and challenging; It requires the
instrumentalization of affective relationships with students and stakeholders, since the liberalization
of scientific knowledge has brought with it the unequivocal use of it, due to
the consequent loss of values and professional ethics. Besises, the accelerated
growth of emerging communication technologies and scientific applications,
their ignorance has delayed the pedagogical work, outdated it, even sometimes
surpassed by students. Therefore, teacher training programs must be able to
generate in teachers’ emotional competencies and creation of skills for the
pedagogical management of emerging technologies. In conclusion, this purpose
implies overcoming traditional training plans and going towards reforms and
implementation of lifelong learning programs, supported by institutional policy
and the high commitment of strategic levels, to contribute to educational
quality.
Keywords:
Permanent education; teacher; liberalization of
knowledge; Emerging technologies; educational quality.
Actualización académica permanente del docente: Desafío ante la liberalización
del conocimiento y el avance tecnológico
Resumen
El objetivo de este artículo es reflexionar –a través del análisis
documental hermenéutico- sobre la formación académica permanente y continua
docente con miras a generar competencias emocionales-afectivas y tecnológicas
para enfrentar los diferentes y acelerados cambios en las relaciones sociales
actuales. El trabajo didáctico-pedagógico de los educadores se presenta complejo,
diverso, adaptativo y desafiante; requiere de instrumentalización de las
relaciones afectivas con estudiantes y stakeholders, puesto que, la liberalización del conocimiento científico ha
traído consigo el uso inequívoco de este, debido a la
consecuente pérdida de valores y la ética profesional. Por otra parte, el
acelerado crecimiento de tecnologías emergentes comunicacionales y de
aplicaciones científicas, su desconocimiento ha retrasado la labor pedagógica,
desactualizándola, incluso en ocasiones superada por los estudiantes. Por lo
tanto, los programas de formación docente deben ser capaces de generar en el
profesorado competencias emocionales y creación de habilidades para la gestión
pedagógica de tecnologías emergentes. En conclusión, este propósito implica
superación de los planes de formación tradicional e ir hacia reformas e
implantación de programas de formación permanente, apoyados por la política
institucional y el alto compromiso de los niveles estratégicos, para contribuir
sustancialmente a la calidad educativa.
Palabras clave: Formación
permanente; docente; liberalización del conocimiento; tecnologías emergentes;
calidad educativa.
Introduction
Training is conceived as a
social and cultural process, it is of an integral nature, used to promote human
development and transformative capacity (Delgado,
2019). This is dynamic, systemic, uses didactic-pedagogical for its effective
application in the constructs of learning. The emotional competences of
teachers are essential for the quality of education, therefore, socio-emotional
learning is necessary as a tool for learning to be, to live together and
to live in a world of unity (Organización de las
Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO],
2022). Affective leadership competencies are
necessary for its application, which is obtained in training (Lozano-Peña
et al., 2021), with clear, precise, and planned guidelines so that its
conceptualization is unequivocal.
Besides, the accelerated
technological development has had a significant impact on the lifestyle of
citizens, being necessary to have the educational action which is responsible
for training students in the use of technological resources, an essential
requirement to promote the development and acquisition of digital skills (Hinojo-Lucena
et al., 2019). Currently, because of the Covid-19 pandemic, online education has been implemented
globally, it requires technological platforms for its operationalization. In
the same order of ideas, students especially from universities, have found in
learning by e-learning methods
accessible adaptation behaviors (Huamán-Romaní
et al., 2023), which has allowed to manage education in crisis, even
established permanently as a distance education strategy.
Taking
advantage of the liberalization of knowledge and the emergence of
communicational technological platforms, virtual education as an
educational model has been imposed by expanding the training scope that the
face-to-face model has not been able to offer (Barrientos
et al., 2022). The situational problem has been that several teachers at all
levels of education have not been trained to manage emerging technologies.
Therefore, this study seeks to reflect on permanent training programs that
generate in the teacher, the emotional and digital tools to contribute to the
constructs of current learning in a globalized world, where the losses of
affective perceptions and technologies as a form of social relationship, are
dominant.
For this purpose, a hermeneutic methodology has been used, with which an
attempt is made to interpret specialized texts and thereby construct elementary
and significant notions that contribute to the debate around the use of
emerging technologies in the educational field.
1. Teacher
training as a precept of quality
There is a clear correlation
between educational quality and educational management, since academic
efficiency is partly the result of the fluidity of administrative management
processes (Vélez et al., 2023). However, this
premise is only one element of the set of actions that lead to academic quality
in educational institutions. In the opinion of Santibañez (2007),
teacher training recovers the gap of knowledge needs significantly, when they
are obtained through academic updating programs and under experience in
pedagogical application, even so, there will be deficiencies, therefore,
training must be permanent and systemic.
It is essential attention that
teacher training programs are considered updating from an integral vision,
since many educational institutions at all levels apply inherited programs with
traditionalist structures, of normativist cut, only transmitters and
reproducers of knowledge (Cano & Ordoñez,
2021). The integral vision of educational quality is a reference point for
educational transformation processes, where academic efficiency is the key
element for change (Hurtado et al., 2023), which is why comprehensive teacher
training plays a frontline role in educational quality.
There are
multiple approaches in the definition of educational quality, one should not
fall into only academic approaches of the concept treated, because the quality
of final education, especially in higher education places its application in a
historical context that serves to produce knowledge that impacts social reality
in the future. Therefore, this research agrees with what was expressed by
Marchesi & Martín (2000) in his definition of educational quality, which
expresse:
Quality
as an academic precept, is one that enhances the development of cognitive,
social, affective, aesthetic and moral abilities of students, contributes to
the participation and satisfaction of the community, promotes the professional
development of teachers and influences with its educational offer in its social
environment, that is, it is a seal of guarantee of the territorial reality
where it is applied. (p. 30)
UNESCO, for
its part, declares a multiple approach in the definition of educational
quality, placing it in three elements: first, focused on the receiver of
knowledge, that is, on the student; second, on the contributions of the
educational process and its resulting products, finally, on the
multidimensional social interaction with impact communities and stakeholders (Tawil, Akkari &
Macedo, 2012). In many countries, school boards are used at the initial, primary,
and middle levels of education, which have a
central position in governance and educational quality (Honingha, Ruiter, &
Van Thiel, 2020), however, there are many inconsistencies in the impact that
these boards have.
The
definition and application of precepts of educational quality is so complex
that there are many determining factors linked to the style of
society, a political position, the development of science, history, and
culture, immersed in human, technological, scientific, cultural, and economic indicators (Sánchez, Castillo-Pérez &
Martínez-Lazcano, 2022). The conclusive thing in this sense is that the
continuous improvement of academic processes so that it responds to social
needs is a main component of educational quality (Bolaño & González, 2023),
since students are the main recipients of the construction of knowledge and
will build the future the new social fabric.
In a recent
study by Burga (2023) found that educational quality is the result of
multidimensional linkages between academic, social, and affective factors, such
as quality relationships with: School board management, continuous teacher
training, relevance of curricular and pedagogical processes, democratic and
intercultural coexistence, and links between the school, the family, and the
community. In this study, the ideas of Romero (2022) were briefly addressed on the impact of teacher training, also
encompassing other dimensions related to the institutional management model,
educational curriculum, affective didactics, and technologies used for the
construction of learning.
Everything leads that among the most essential
elements that affect educational quality is teacher preparation and training,
in this regard, studies conducted by Caballero-Cobos
& Llorent (2022) indicate that the formation of competences in teachers
through neuroeducation, improves reading skills, mathematical reasoning
and empathy towards students. Similarly, the evaluation model, especially
self-evaluation and co-evaluation, improves the quality of the training process
(Cartaya et al., 2022) since the student under this scheme is the administrator
and mediator of the qualification of the learning process.
From everything said above, it is proposed to understand educational
quality as that measure to which an educational system or an educational
institution manages to meet its objectives or goals, guaranteeing effective,
meaningful and equitable learning for all. It includes aspects such as
infrastructure, curriculum, teacher training, evaluation, the learning
environment and the participation of the educational community.
2. Teachers, educational quality,
and liberal paradigms
Undoubtedly, the historical
nation of a good teacher has rested based on technical knowledge, his traditional
training has gained importance – in the common imaginary – in the identity of
knowledge, this tendency has moved political, academic, and organizational
decisions (Zaccagnini, 2003). This paradigm has
increased in the current knowledge society, gaining importance of such
magnitude that all social and economic systems rest on scientific knowledge,
depending entirely on this basis (Aguerrondo,
1999). However, academic quality is constituted by multidimensional factors,
which must be considered for the training of teachers.
This vision
of a good teacher is part of the paradigms of neoliberal pedagogies,
which are rooted in society, have an enormous influence on teacher training
programs, also on diagnoses about the performance of teachers, students, and
managers. The new education of the XXI century demands an emotional education,
focused on scientific humanism and the rational use of neurosciences (Naidorf
& Cuschnir, 2019). By virtue of this, new educational policies must close
ranks with the neoliberal paradigm that promotes education as a consumer good,
an educational service commodity, it must focus on its inclusive practice as a
social right (Alarcón & Donoso, 2018).
In other words, concepts of
collective participation in education are introduced, therefore, teacher
training must be comprehensive. This introduces the neuro-configurational
scientific paradigm in twenty-first century education, which implies a holistic
and systemic conception, where teachers and students assume the complex and
dialectical character of thought in learning constructs (Ortiz, 2011). It is therefore necessary to focus on educational
quality, not only as a knowledge problem, here factors such as support for
pedagogy, technology, bureaucracy in processes, cultural traits of the student (Pérez-Sánchez, 2022) and even teacher
evaluation, among others, intervene.
In Latin America, the
liberalization of knowledge has been misunderstood, there have been reforms,
especially in higher education, where privatization has been promoted,
subjecting knowledge, academic autonomy, school choices and even self-management
(Canaza-Choque, 2022). Of course, the region does not represent a center for
the generation of innovative technologies and knowledge, rather it seeks to
simulate educational models of developed countries. This interest in education
of neoliberalism obeys policies whose thinking is based on allowing the freedom
of the market, underpinning education as a commodity (Castelao-Huerta, 2021). This fact has been deeply debated, having links
with the governance model.
The
liberalization of education, with it the knowledge and technology generated rapidly,
is a complex issue, it has political rather than academic overtones (Palacio et
al., 2020). Scholars of the subject such as Escribano (2018), conclude
that building a free-market order affects education, since it as a public good
hide the intention of delegitimizing the right of the human condition to
education, leaving it to the whim of investors and the swing of the market.
Although many universities in the region are private and offer a relative
status of quality, private management does not necessarily imply educational
quality linked to the permanent training of teachers.
In general terms, it is considered that the liberalization of education
leads to:
a. Commercialization of education: Under the neoliberal approach,
education is conceived as another market service, where students are seen as
clients and educational institutions as companies. that compete to attract more
“customers”. This leads to a reductionist vision of education, where economic
profitability is prioritized over the comprehensive development of individuals.
b. Inequality and exclusion: The neoliberal approach to education tends
to perpetuate and deepen social inequalities, since it favors the privatization
and segmentation of the educational system. This leads to further exclusion of
those students who cannot access quality education due to their socioeconomic
conditions.
c. Standardization and homogenization: Under educational neoliberalism,
the standardization of educational processes is promoted through the imposition
of standardized evaluations and uniform curricula. This limits cultural
diversity and creativity in learning, since it privileges a single and
homogeneous approach that does not take into account the specific needs of each
student.
d. Teacher deprofessionalization: The neoliberal approach tends to
devalue teaching work by reducing the figure of the teacher to a mere
transmitter of standardized content. The evaluation of teachers is promoted
through quantitative indicators, which does not reflect the complexity of their
work or its real impact on student learning.
In summary, educational neoliberalism promotes a mercantilist and
reductionist vision of education, which favors inequality, exclusion,
standardization and teacher deprofessionalization. Therefore, it is important
to question this approach and look for alternatives that promote a more
inclusive, equitable education focused on the comprehensive development of
individuals.
3. Requirements
of continuing teacher training
The studied definitions of
educational quality and the imprint of paradigms as subjects of education law
in neoliberal systems was discussed to relate this with the objective of this
study, the permanent training of teachers at all educational levels. It is
considered that the great contribution of teacher training has been
differentiated and distinctive according to the diverse types of educational
institutions. That is why Cruz (2020) debates
and reflects in his discourse as a result of his research, concluding that teaching
updating – at least in the university – is fundamental for the improvement of
educational quality, relativizes it as an integral formation, transposed with a
load of continuous training, since, education is dynamic, changing and subject
to the evolution of globality.
Each institution requires a
diagnosis of teacher training needs, executed from an ontological, axiological,
and methodological approach, whose principles are holistic, human, and
technological training. Many researchers propose to direct teacher training for
the mastery of reading, writing, numerical analysis, and the development of
pedagogical competences (Delgado, 2019), adding
with priority the development of critical thinking and the epistemic function
of their area of specialty. An ideal framework for the permanent training of
teachers is the mixed methodological design, of massive open online training,
planned in their working time and face-to-face training (Amado et al.,
2022). These programs should be generated from the educational policy, with the
high commitment of the strategic management levels.
In the case of university
education, UNESCO (2009) at the World Conference on Higher Education, held in
Paris, proposed the training of trainers with an elevated level of quality,
through study programs with an ethical, emotional, and scientific approach that
provide them with suitable tools to educate students as responsible citizens.
Many universities educational institutions insert their teachers in the
technical area in the methodology of human training combined with the STEM
model, which includes training in Science,
Technology, Engineering and Mathematics (Brouwer, Joling & Kaper, 2022).
These programs offer learning experiences integrating various areas of
knowledge, to develop multiple competencies.
Consequently, in the face of
accelerated technological advance, even more so with the overwhelming
development of artificial intelligence, a mandatory field of teacher training
is digital training. Recent studies have shown that teachers with technological
training develop superior skills to deal with complex problems, and open the
academic offer online tutorial (Ruiz-Palmero, Guillén-Gámez & Tomczyk, 2023).
This type of competence is often obtained through formal and non-formal methods
(Souto-Seijo et al., 2020), common
characteristics today obtained by “millennial generations”, in which learning is not properly developed in environments of
formation of specific educational spaces.
Teachers at all educational
levels must also receive training in research, essential knowledge to promote
critical analysis, reflection, and the transformation of their theoretical
knowledge, turning knowledge into an epistemic space for social interaction
(Cervantes, 2019). A specific case of this competence to be acquired, are the
teacher training programs in the health area, which share the training in
hospital centers permanently and continuously, usually maintain a professional
and scientific scope of high standards (Philips & Adashi, 2023), this being
a modeling for resident students in postgraduate courses.
The training areas of emerging
technologies and Information and Communication Technologies (ICT) should also
be areas of permanent and continuous training for teachers, due to their
accelerated progressivity. Many teachers sometimes obtain learning and training
transferred online, which induces self-motivation, allowing at the same time to
innovate in their classes with the use of
technologies, generating self-efficacy in the pedagogical act (Fauth & Gonzalez-Martinez, 2021). Therefore,
teacher training in technology, didactics, and emotional pedagogy in a process
of permanent training, which should be considered as the starting portal of
educational quality (López-Altamirano et al., 2020),
capable of strengthening the institutional educational system, which must be
complemented with other elements at stake.
Currently, the main requirement for teacher training is the ability to
adapt to a constantly changing educational environment, where diversity,
inclusion and equity are valued. Teachers must possess skills to foster
critical thinking, creativity, collaboration and problem solving, as well as
digital and emotional competencies to meet the needs of all students.
Furthermore, it is essential that teachers commit to their continuous
professional development and reflective practice that allows them to improve
their educational work.
4. Emotional and digital competences of
teachers
Since the globalization of
markets, which resulted in accelerated technological progress and the knowledge
society, lifelong learning is a right of teachers at all levels of education,
it is also a duty of the administration of the institution. As a result,
teacher training programs constitute an opportunity to generate competencies
for the management of emotions (Pamies, Gomariz & Cascales, 2022). Both
teachers and recipients of learning are emotional beings, who need to face the paradigms
of reason for the development of consciousness
(Álvarez, 2018), hence training in emotional competencies will allow the
mental-corporal relationship for a better professional development.
Such
arguments impose that teachers not only require techno-disciplinary training, but
they also need human-emotional development to face the challenging situations
emerging in the society of the XXI century (Organización
para la Cooperación y el Desarrollo Económicos [OECD], 2013), hence
the training in emotional skills, such as emotional leadership, empathy and
emotional intelligence must be permanent. Moreover,
in an educational system full of violence, aggression and conflicts that
may occur during the pedagogical process, structured preparation is required under
the approach of theories of emotion, neuroscience, multiple intelligences, and
emotional intelligence (Mórtigo & Rincón,
2018). This will allow the emotional regulation of students contributing to
well-being, facilitating pedagogical processes.
A teacher with a humanistic
approach, acting with students under socio-affective and socio-formative
principles, allows the student to generate in the student – under modelling –
the configuration of a future professional profile, capable of handling
indicators of intrapersonal and interpersonal relationships (Tolentino, 2021). In Latin America and the Caribbean,
UNESCO (2022) declared the bases of
emotional learning, confirming forcefully that pedagogy under the
socio-emotional learning approach, generates positive effects in the learning
environment and maximizes academic achievements, this
being a key factor to navigate assertively in educational environments
marked by violence, bullying and racism, which impair the indicators of
psychosocial well-being in the student.
On the other
hand,
the quality, development and educational improvement must be reflected in all
areas, emphasizing the vertiginous growth of technological development, which
currently goes through a higher stage with artificial intelligence, therefore,
the teacher of educational institutions must be trained in emerging
technologies, which constitutes the fundamental link in the value chain of
education (Mayorga, Madrid & Núñez, 2011).
This is how the digital competences of the teacher are essential today,
happening that sometimes advanced students surpass the teacher, since these “millennials” are in frank learning of new
emerging technologies (Girón, Cózar & González-Calero, 2019), therefore,
any permanent teacher training program must be established.
Today's society finds its
social and economic action in technological globalization, where social
relations constitute a technological ecosystem of communicative character,
being omnipresent in business, marketing, work and education, it is the new form
of social organization, consequently the new professionals trained in formal
and non-formal educational fields require digital skills (Fernández-Márquez, Leiva-Olivencia
& López-Meneses, 2018). In the same order of ideas, digital competences are
a factor related to academic performance in students, there is a proportional
relationship between the management of technologies and improvement in academic
performance (Ramírez et al., 2022), so there is
a clear global trend in building learning in virtual environments.
In the
bibliometric research conducted by Reyna-Alcántara (2022), it was determined
that in Latin America teachers have difficulties in the development and
application of digital skills, this assertion has been demonstrated in the
recent health crisis of Covid-19 where education became virtual, showing
institutional and teaching weaknesses in the subject of distance education. Not
only management of communication learning platforms must induce teachers, other
technological dimensions as well, such as management of social networks,
specific software and specialized applications also need to be taught to the
teaching staff, so that they adjust to the new scenarios and respond to a kind
of technological habituation (Soto, Dörner &
Parada, 2022), typical of current generations training in the educational
field.
Emotional competencies are essential for teachers to establish positive
relationships with their students, manage conflicts, promote a favorable
classroom climate, and support the emotional well-being of students. On the
other hand, digital skills are essential in the current digital era to
effectively integrate technology into the teaching-learning process, promote
students' digital literacy and prepare them for an increasingly technological world.
Both competencies are key so that teachers can respond effectively to the
educational demands of the 21st century and contribute to the academic and
personal success of their students.
Conclusions
One of the recurring paradigms to be clarified is educational
quality and its relationship with traditional teacher training in the
disciplinary area, which has been understood as the only element in the set of
actions necessary to achieve the objective of quality, a concept that has been
imposed by liberal society to reproduce useful professionals only in the labor
market. The truth of the case is that the disciplinary training of teachers
does play a significant role in the matrix of integral participatory actions in
the co-construction of learning, however it must be from ontological and
epistemological approaches. This implies reforms, implementation, and high
political commitments necessary to transform the traditional methods of teacher
training programs into more humane and technological.
The complexity shown in emotional and technological
training is represented by the loss of values, the decay of empathy, little
recognition of the emotions of others and the vertiginous advance of emerging
communication and information processing technologies. These assertions imply
academic and professional updating of the teacher of a permanent and continuous
nature, capable of generating emotional and digital competences, necessary to
face the critical didactic-pedagogical act through human-affective tools,
emerging communicational and learning technologies, such as: patience, empathy,
practice of emotional intelligence, enthusiastic, strong skills in the use of
communication technologies, solid knowledge,
disciplinary and bearer of values and professional ethics.
Despite
technological advances in current teacher education, there are still several
challenges to be addressed. Some areas that can continue to be worked on
include: Continuous training: It is important that teachers receive continuous
training in digital skills to be able to stay updated in the face of constant
technological changes. Professional development programs should include
learning opportunities in emerging technologies and their application in the
classroom. Effective
integration of technology: Despite having technological tools, many teachers
still face difficulties in integrating them effectively into their pedagogical
practices. It is necessary to provide them with support and resources so that
they can use technology in meaningful and enriching ways for student learning.
Likewise,
Impact evaluation: It is essential to evaluate the impact of technology on
teacher training and student learning. Research should be conducted that
examines how technology use affects academic performance, student motivation
and engagement, as well as teacher professional development.
Equitable access: Ensuring that all teachers
have access to the necessary technological tools and resources is crucial to
avoiding the digital divide between schools and educators. Policies must be
implemented to ensure equitable access to technology and corresponding
training. Finally, Focus on Focus on socio-emotional competencies: In
addition to digital competencies, it is important to continue strengthening the
socio-emotional competencies of teachers so that they can respond effectively
to the emotional and social needs of students in an increasingly digitalized
environment.
In
summary, to meet the challenges of technological advances in current teacher
education, it is necessary to focus on continuous training, effective
integration of technology, impact evaluation, equitable access and the
development of socio-emotional competencies. These actions will contribute to
improving the quality of education and preparing teachers to face the challenges
of the 21st century.
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* Magister con
mención en Gestión y Acreditación Educativa. Magister en Investigación y
Docencia. Docente en la Universidad Privada Antenor Orrego, Trujillo, Perú. E-mail: fpalmag1@upao.edu.pe ORCID: https://orcid.org/0009-0003-9876-5772
** Doctor en Psicología. Magister en Educación mención Psicología Educativa.
Docente en la Universidad Privada Antenor Orrego, Trujillo, Perú. E-mail: cborregor@upao.edu.pe ORCID: https://orcid.org/0000-0001-6168-300X
*** Doctor en
Educación. Magister en Didáctica en Idiomas Extranjeros. Magister en Educación.
Docente en la Universidad
Ricardo Palma, Lima, Perú. E-mail:
jhonny.rodriguez@urp.edu.pe ORCID: https://orcid.org/0000-0001-9299-6164
**** Doctor en
Administración. Docente en la Universidad Nacional de Trujillo, Trujillo,
Perú. E-mail: hmarquez@unitru.edu.pe ORCID: https://orcid.org/0000-0002-1825-9542
Recibido:
2023-11-19 · Aceptado: 2024-02-06