La formación del profesorado para un uso innovador de las tic: Un estudio de caso en la educación obligatoria en la provincia de Almería

Abstract

By means of this article we aim to present the initial and main results obtained by a research carried out in a Compulsory Education Centre, labelled as a ICTs School 2.0, placed in the region of Almeria. Such research analyzed how teachers and students used ICT within their daily routines. Among other objectives to be dealt with, we intended to know the teachers' personal opinion about how ICT influences innovative education, and which training they would require so as to properly use them. This article will be focused on the second objective, showing which needs for training have been found after analyzing the obtained data, as well as the attitudes towards the training which they have already undergone. The research follows an interpretative qualitative approach by means of a case study, including semi-structured interviews, participant observation and analysis of documents as the main resources for gathering data. The first analysis shows how the majority of the teachers demand a practical training rather than theoretical knowledge. They usually lack the knowledge required for creating virtual learning environments, and therefore they keep on using those already made by other teachers, undervaluing the importance of being able to create their very own environments. It also remarks a number of factors that, according to the teachers, are an obstacle if they are to apply the knowledge they learn in the training activities related to ICT.