Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence
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| Formato: | Online |
| Idioma: | spa eng |
| Publicado: |
Universidad Nacional, Costa Rica
2024
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322 |
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ENSAYOSP20322 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Ensayos Pedagógicos |
| language |
spa eng |
| format |
Online |
| author |
Sereño Ahumada, Francisco |
| spellingShingle |
Sereño Ahumada, Francisco Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| author_facet |
Sereño Ahumada, Francisco |
| author_sort |
Sereño Ahumada, Francisco |
| title |
Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| title_short |
Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| title_full |
Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| title_fullStr |
Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| title_full_unstemmed |
Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence |
| title_sort |
initial teacher education in the digital age: reflective practice, situated learning and artificial intelligence |
| title_alt |
La formación docente en la era digital: práctica reflexiva, aprendizaje situado e inteligencia artificial |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2024 |
| url |
https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322 |
| work_keys_str_mv |
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1822054913701576704 |
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ENSAYOSP203222024-12-03T20:47:16Z Initial Teacher Education in the Digital Age: Reflective Practice, Situated Learning and Artificial Intelligence La formación docente en la era digital: práctica reflexiva, aprendizaje situado e inteligencia artificial Sereño Ahumada, Francisco aprendizaje situado formación docente inteligencia artificial práctica reflexiva tecnología educativa artificial intelligence educational technology reflective practice situated learning teacher training Teacher training must adapt to prepare new generations in a constantly changing society. This essay proposes a humanistic approach, exploring how reflective practice, situated learning, and artificial intelligence (AI) can be integrated into teacher training, promoting a modern, effective, and human-centered education. Reflective practice is key to the professional development of teachers, enriching them through dialogue and collaboration. Artificial intelligence, despite its challenges, offers great potential for personalizing learning. Teachers must develop digital skills and a reflective attitude to integrate AI in a critical and responsible manner. Education must strive to build a more inclusive world with equity and social justice, providing opportunities for all students to develop their potential. In this sense, critical reflection and technology, at the service of humans, can contribute to this ideal. This essay invites us to reimagine teacher training, where technology and critical reflection intertwine to enhance the integral development of educators and students, building an education that responds to the challenges of the 21st century and trains conscious and responsible citizens. En una sociedad en constante cambio, la formación docente debe adaptarse para preparar a las nuevas generaciones. Este ensayo explora cómo la práctica reflexiva, el aprendizaje situado y la inteligencia artificial (IA) pueden integrarse en la formación docente, al promover una educación moderna, efectiva y centrada en el ser humano. La práctica reflexiva es clave para el desarrollo profesional del docente, al enriquecerse a través del diálogo y la colaboración. La inteligencia artificial, pese a sus desafíos, ofrece un gran potencial para personalizar el aprendizaje. Es crucial que los docentes desarrollen competencias digitales y una actitud reflexiva para integrar la IA de manera crítica y responsable. La educación debe propender a construir un mundo más inclusivo, con equidad y justicia social, al otorgar oportunidades para que todos los estudiantes desarrollen sus potencialidades, y, en este sentido, la reflexión crítica y la tecnología, al servicio del humano, pueden contribuir a este ideal. Este ensayo invita a reimaginar la formación docente, donde la tecnología y la reflexión crítica se entrelazan para potenciar el desarrollo integral de educadores y estudiantes, al construir una educación que responda a los desafíos del siglo XXI y forme ciudadanos conscientes y responsables. Universidad Nacional, Costa Rica 2024-11-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion academic essays ensayos académicos application/pdf text/html text/xml application/epub+zip audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322 10.15359/rep.19-2.7 Ensayos Pedagógicos Journal; Vol. 19 No. 2 (2024): Julio-diciembre; 1-15 Revista Ensayos Pedagógicos; Vol. 19 Núm. 2 (2024): Julio-diciembre; 1-15 2215-3330 1659-0104 spa eng https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/31942 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/31943 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/32402 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/31944 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/31945 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20322/31946 Derechos de autor 2024 Revista Ensayos Pedagógicos https://creativecommons.org/licenses/by-nc-nd/4.0/ |