<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-8953</journal-id>
<journal-title><![CDATA[Civilizar Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Civilizar]]></abbrev-journal-title>
<issn>1657-8953</issn>
<publisher>
<publisher-name><![CDATA[Universidad Sergio Arboleda]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-89532022000100105</article-id>
<article-id pub-id-type="doi">10.22518/jour.ccsh/20220205</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias digitales de los docentes en formación: dimensiones y componentes que promueven su desarrollo]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital skills by trainee teachers. Dimensions and components for their development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García García]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Repiso]]></surname>
<given-names><![CDATA[Ana García-Varcárcel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arévalo Duarte]]></surname>
<given-names><![CDATA[Mayra Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Francisco de Paula Santander  ]]></institution>
<addr-line><![CDATA[Cúcuta ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Catedrática de la Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Francisco de Paula Santander  ]]></institution>
<addr-line><![CDATA[Cúcuta ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>42</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-89532022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-89532022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-89532022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, los programas de formación de docentes están llamados a reflexionar de manera imperativa sobre la pertinencia del currículo y las prácticas pedagógicas de sus docentes en torno al desarrollo de competencias digitales, según los desafíos de la sociedad del conocimiento. En este contexto, el presente artículo de investigación pretende como objetivo determinar las dimensiones que promueven el desarrollo de las competencias digitales de los docentes en formación inicial. Corresponde a un estudio de campo, de tipo cuantitativo, realizado con un método de análisis descriptivo, que aplica como instrumento el cuestionario y el análisis factorial para determinar las variables. Los resultados se describen a partir de cuatro dimensiones que clasifican las competencias digitales: apropiación de las TIC (D1), metodología educativa a través de las TIC (D2), formación del profesorado en TIC (D3) y actitud ante las TIC (D4). Los resultados relacionan las dimensiones que enmarcan la sociedad del conocimiento y el nivel de competencia digital de los docentes en formación. Se aprecian de manera significativa los factores que evalúan la actitud favorable frente a las TIC y el compromiso para el desarrollo de buenas prácticas con la integración de la tecnología. Sin embargo, el colectivo de docentes expresa dificultades frente a los factores que se relacionan con la planeación e implementación metodológica de la evaluación con TIC, porque requieren de la articulación de la disciplina que enseñan con la aplicación de recursos TIC, lo cual transforma la práctica centrada en contenidos hacia prácticas que promueven la innovación y la formación en competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Currently, teacher training programs are called to reflect on the relevance of their curriculum and the pedagogical practices deployed by teacher-trainers around the development of digital skills, according to the challenges posed by the knowledge society. In this context, this research article aims to determine the dimensions that promote the development of digital skills among teachers in initial training phases. This is a quantitative field study conducted through the descriptive analysis method, which applies a questionnaire and factorial analysis as instruments to determine the variables of interest. The results are described based on four dimensions that explain digital skills: ICT appropriation (D1), educational methodology through ICT (D2), teacher training in ICT (D3), and attitudes towards ICT (D4). Our findings relate the dimensions that frame the knowledge society and the level of digital competence of trainee teachers. The factors that evaluate the favorable attitude towards ICT and the commitment to the development of good practices with the integration of technology are significantly appreciated. However, participating teachers expressed their difficulties for addressing the factors related to the planning and methodological implementation of evaluation processes mediated by ICT, since these factors require the articulation of the knowledge they teach with the application of ICT resources, which transforms content-focused practice towards practices that promote innovation and skills training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[de docentes]]></kwd>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[sociedad del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[Racism]]></kwd>
<kwd lng="en"><![CDATA[discrimination]]></kwd>
<kwd lng="en"><![CDATA[Afro-descendants]]></kwd>
<kwd lng="en"><![CDATA[social memories]]></kwd>
<kwd lng="en"><![CDATA[South Pacific]]></kwd>
<kwd lng="en"><![CDATA[Tumaco.]]></kwd>
</kwd-group>
</article-meta>
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