Uso pedagógico de Facebook y su contribución en la autoeficacia docente / Pedagogical usage of Facebook and its contribution in teachers self-efficacy
DOI:
https://doi.org/10.17398/1695-288X.15.1.115Keywords:
Autoeficacia, Eficacia del docente, profesores de educación secundaria, redes sociales.Abstract
El objetivo del estudio fue establecer la relación, por asociación, entre el uso pedagógico de Facebook, teniendo en cuenta: el uso, adopción y propósito; y la autoeficacia docente, considerando las estrategias de enseñanza, gestión del aula y participación escolar. Por ello se usó un diseño descriptivo correlacional y se elaboró un «Cuestionario para Docentes de Secundaria sobre el Uso Pedagógico de Facebook» y una «Escala de Autoeficacia Docente del Profesor de Secundaria» teniendo en cuenta referentes teóricos e investigaciones que avalan su pertinencia para las variables de estudio. La muestra estuvo constituida por 50 docentes de secundaria quienes usan Facebook con fines pedagógicos en siete escuelas públicas de Lima (Perú). Los resultados se analizaron con pruebas estadísticas no paramétricas, evidenciando la existencia de asociación entre el uso pedagógico de Facebook y la autoeficacia docente; sin embargo no sucede lo mismo entre todas las subvariables de estudio. En efecto, sólo existe relación entre adopción y estrategias de enseñanza; propósito y gestión del aula; uso y estrategias de enseñanza; así como uso y compromiso docente. A partir de estos hallazgos se puede inferir que el uso pedagógico de Facebook ayuda al docente a configurar: un camino alternativo para enseñar (estrategias de enseñanza), un recurso para generar un ambiente afectivo de aprendizaje (gestión del aula) y un medio para despertar el interés y motivar al alumno (Compromiso docente). Con estos resultados se concluye que Facebook es una herramienta válida para el proceso de enseñanza-aprendizaje cuya profundización permitirá establecer nuevas líneas de investigación.
Abstract
The aim of the study was to establish the relationship, by association, between the pedagogical usage of Facebook, taking into account: the usage, adoption and purpose; and teacher’s self-efficacy; considering teaching strategies, classroom management and school participation. It is therefore used a descriptive correlational design and developed a "Questionnaire for high school teachers on the pedagogical usage of Facebook" and a "Teacher’s Self-Efficacy Scale for high school teachers» were elaborated considering theoretical framework and research supporting their relevance to the study variables. The sample consisted of 50 high school teachers who usage Facebook for educational purposes in seven public schools in Lima (Peru). The results were analyzed with non parametric stadistical test, demonstrating the existence of association between the educational usage of Facebook and the teacher’s self-efficacy; however, this has not been proven true among all sub-variables in study. In fact, there is a connection only between adoption and teaching strategies; purpose and classroom management; use and teaching strategies; as well as usage and teacher’s commitment. From these findings it can be inferred that the pedagogical usage of Facebook helps the teacher set: an alternative means of teaching (teaching strategies), a resource to generate an affective learning environment (classroom management) and a way to wake interest and motivate students (teacher’s commitment). These results conclude that Facebook is a valid tool for the teaching-learning process whose depth will establish new lines of research.
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