Aplicación de las tecnologías de desarrollo de la personalidad en la formación de profesores de enseñanza primaria
Resumen
Las tecnologías de aprendizaje que desarrollan la personalidad ofrecen ventajas significativas para adaptar la educación a las necesidades individuales de los alumnos de educación primaria. El objetivo de este estudio era explorar la preparación de los estudiantes de último curso de magisterio para utilizar las tecnologías educativas de desarrollo de la personalidad en la enseñanza de humanidades en primaria. El estudio, en el que se emplearon cuestionarios, evaluaciones de expertos, modelos, experimentos pedagógicos y estadística matemática, contó con 107 participantes (68 mujeres y 39 hombres) de un centro de formación de profesores. La investigación aplicó un cuestionario de nuevo cuño que contenía 30 ítems para calibrar las actitudes de los alumnos hacia la adopción de tecnologías orientadas a la personalidad. Los resultados indican que, aunque los estudiantes poseen conocimientos teóricos adecuados sobre las tecnologías de desarrollo de la personalidad, existe consenso sobre la necesidad de aumentar la formación práctica. En respuesta, se elaboró un curso estructurado que comprendía 10 lecciones teóricas, 10 clases centradas en la aplicación de tecnologías de desarrollo de la personalidad y 15 sesiones prácticas bajo la supervisión del profesor. Este curso aumentó significativamente la confianza de los estudiantes y sus actitudes positivas hacia el uso de estas tecnologías en entornos educativos. Los resultados subrayan el potencial del cuestionario desarrollado para evaluar la aptitud de los estudiantes de magisterio en la aplicación de tecnologías de desarrollo de la personalidad, cruciales para su eficacia como futuros educadores. Además, el estudio subraya la necesidad de integrar amplios componentes prácticos en los programas de formación del profesorado para dotar a los educadores de las habilidades necesarias para aplicar eficazmente estrategias educativas orientadas a la personalidad. Este enfoque garantiza que los futuros profesores estén bien preparados para adaptar sus métodos de enseñanza a las diversas necesidades de los alumnos de primaria, mejorando así los resultados educativos.
Descargas
Citas
Ambele, R. M., Kaijage, S. F., Dida, M. A., Trojer, L., & Kyando, N. M. (2022). A review of the development trend of personalised learning technologies and its applications. International Journal of Advances in Scientific Research and Engineering, 8(11), 75-91. https://doi.org/10.31695/IJASRE.2022.8.11.9
Asanov, Zh., Smutko, A., & Bazarkulova, T. (2024). Innovative technologies for teaching humanities and subjects. Bulletin of the Jusup Balasagyn Kyrgyz National University, 16(3), 7-10. https://doi.org/10.58649/1694-8033-2024-3(119)-7-10
Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalised learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51, 717-732. https://doi.org/10.1007/s10643-022-01332-3
Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: personalized by whom, to what, how, and for what purpose(s)? Educational Psychology Review, 33, 1675-1715. https://doi.org/10.1007/s10648-021-09615-8
Cherepovska, T. V., Parubchak, I. O., & Karamyshev, D. V. (2021). Higher education management system based on principles of strategic development. Journal of Higher Education Theory and Practice, 21(14), 31-40. https://doi.org/10.33423/jhetp.v21i14.4806
Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: the impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, 101051. https://doi.org/10.1016/j.stueduc.2021.101051
Chung, J.-K. (2023). Safeguarding children from school violence: a systematic analysis of the issue of psychological and physical pressures from teachers and peers. Journal of Education Culture and Society, 14(2), 131-143. https://doi.org/10.15503/jecs2023.2.131.143
Constantia, C., Christos, P., & Papademetriou, A. Y. (2025). The teacher as a leader in creating environmental awareness. International Journal of Educational Reform, 34(3), 579-604. https://doi.org/10.1177/10567879221139448
Endot, Z., Jamaluddin, R., Mohd Ayub, A. F., & Mohd Puad, M. H. (2021). Teacher readiness in implementing the teaching of design and technology and its relationship with self-efficacy and intrinsic motivation. International Journal of Human Resource Studies, 11(4S), 111-122. https://doi.org/10.5296/ijhrs.v11i4S.19234
González-Fernández, R., Ruiz-Cabezas, A., Domínguez, M. C. M., Subía-Álava, A. B., & Salazar, J. L. D. (2024). Teachers’ teaching and professional competences assessment. Evaluation and Program Planning, 103, 102396. https://doi.org/10.1016/j.evalprogplan.2023.102396
Hacques, G., Komar, J., Dicks, M., & Seifert, L. (2021). Exploring to learn and learning to explore. Psychological Research, 85, 1367-1379. https://doi.org/10.1007/s00426-020-01352-x
Kamalov, M., Saipov, A., & Kamalov, Y. (2022). Training of future teachers about educational technologies of vocational training. World Journal on Educational Technology: Current Issues, 14(5), 1279-1290. https://doi.org/10.18844/wjet.v14i5.8055
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313-338. https://doi.org/10.70725/815246mfssgp
Kellock, A. (2020). Children’s well-being in the primary school: a capability approach and community psychology perspective. Childhood, 27(2), 220-237. https://doi.org/10.1177/0907568220902516
Ketko, T. (2020). Training professional humanities’ teachers: a controversial study about generic methods. International Journal of Learning, Teaching and Educational Research, 19(8), 1-15. https://doi.org/10.26803/ijlter.19.8.1
Kilag, O. K. T., Morales Junior, N. J., Marquita, J. A., & Laurente, J. C. (2023). Teacher-led curriculum development: fostering innovation in education. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 223-237. https://multijournals.org/index.php/excellencia-imje/article/view/53
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: the key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
Kozub, H., Sipii, V., Kozub, Y., Bratytsya, G., & Bondarenko, L. (2025). Effectiveness of gamification in mobile and interactive learning: analysis of approaches and outcome. International Journal of Interactive Mobile Technologies, 19(8), 27-41. https://doi.org/10.3991/ijim.v19i08.50917
Kryucheva, Y. V., & Tolstoukhova, I. V. (2021). Psychological and pedagogical potential of the discipline “personal development”. Revista on line de Política e Gestão Educacional, 25(2), 1039-1047. https://doi.org/10.22633/rpge.v25iesp.2.15461
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement. International Journal of Educational Research, 120, 102199. https://doi.org/10.1016/j.ijer.2023.102199
Major, L., Francis., G. A., & Tsapali, M. (2021). The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries: a meta‐analysis. British Journal of Educational Technology, 52(5), 1935-1964. https://doi.org/10.1111/bjet.13116
Mazhitovna, B. G., Zharylkasynovna, I. S., Gulzhas, T., Seydakhmetovna, K. B., Saduakasovich, I. T., & Raikhan, Z. (2022). Scientific and methodological foundations in the process of training future biology teachers. Cypriot Journal of Educational Sciences, 17(9), 2999-3011. https://doi.org/10.18844/cjes.v17i9.8031
Pappa, C. I., Georgiou, D., & Pittich, D. (2024). Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs. International Journal of Technology and Design Education, 34, 485-503. https://doi.org/10.1007/s10798-023-09828-8
Park, Y.-H., Kim, K.-H., Jeong, M.-J., Kim, H.-W., & Chung, J.-K. (2024). Saenal school in south Korea: its historical significance. Journal of Education Culture and Society, 15(2), 801-814. https://doi.org/10.15503/jecs2024.2.801.814
Quinlan, K. M. (2021). Towards an educational humanities for teacher education: building the relational, emotional, and ethical bases of teaching practice. Oxford Review of Education, 47(6), 752-769. https://doi.org/10.1080/03054985.2021.1886915
Ramey, K., Dunphy, M., Schamberger, B., Shoraka, Z. B., Mabadeje, Y., & Tu, L. (2024). Teaching in the wild: dilemmas experienced by K-12 teachers learning to facilitate outdoor education. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences, ICLS (p. 1195-1198). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.227170
Richmond, G., Salazar, M. del C., & Jones, N. (2019). Assessment and the future of teacher education. Journal of Teacher Education, 70(2), 86-89. https://doi.org/10.1177/0022487118824331
Rodríguez‐Martínez, J. A., González‐Calero, J. A., Olmo‐Muñoz, J. del, Arnau, D., & Tirado‐Olivares, S. (2023). Building personalised homework from a learning analytics based formative assessment: effect on fifth‐grade students’ understanding of fractions. British Journal of Educational Technology, 54(1), 76-97. https://doi.org/10.1111/bjet.13292
Ruit, P., Geldens, J., Popeijus, H., & Veen, K. van (2021). The impact of working with core qualities on primary school pupils’ self-concept. International Journal of Educational Research Open, 2, 100083. https://doi.org/10.1016/j.ijedro.2021.100083
Schmid, R., Pauli, C., & Petko, D. (2023). Examining the use of digital technology in schools with a school-wide approach to personalized learning. Educational Technology Research and Development, 71, 367-390. https://doi.org/10.1007/s11423-022-10167-z
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7, 33. https://doi.org/10.1186/s40561-020-00140-9
Shkabarina, M., Melnychuk, L., Koval, V., & Stupnitska, S. (2020). Formation of future educators’ professional training for introducing social experience by means of innovative technologies of education to senior preschoolers. Behavioral Sciences, 10(2), 42. https://doi.org/10.3390/bs10020042
Svyrydiuk, V., Luzan, P., Svyrydiuk, O., Titova, O., & Popova, O. (2022). Electronic textbooks as means for developing professional competencies of engineering students. In V. Tonkonogyi, V. Ivanov, J. Trojanowska, G. Oborskyi, I. Pavlenko (Eds.), Advanced Manufacturing Processes III. InterPartner 2021 (Lecture Notes in Mechanical Engineering). Springer International Publishing. https://doi.org/10.1007/978-3-030-91327-4_68
Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: a dynamic framework. Educational Psychology Review, 33, 863-882. https://doi.org/10.1007/s10648-020-09570-w
Wang, H. (2025). Research on the integration model of moral education in group schools: a case study of H Education Group in China. International Journal of Educational Reform, 34(4), 648-664. https://doi.org/10.1177/10567879231153627
Yan, Z. (2021). Preliminary research on the integration of modern educational technology and primary school teaching. Advances in Vocational and Technical Education, 3(2), 1-5. https://www.clausiuspress.com/article/1963.html
Yildiz, E. P., Çengel, M., & Alkan, A. (2020). Current trends in education technologies research worldwide: meta-analysis of studies between 2015-2020. World Journal on Educational Technology: Current Issues, 12(3), 192-206. https://doi.org/10.18844/wjet.v12i3.5000
Yu, Y., & Zhang, Y. (2021). Personality and developmental characteristics of primary school students’ personality types. Frontiers in Psychology, 12, 693329. https://doi.org/10.3389/fpsyg.2021.693329
Zaitseva, N. V., Symonenko, S. V., Titova, O. A., Osadchyi, V. V., & Osadcha, K. P. (2023). Fostering communication and collaboration skills for computer science students by means of ICT tools. CEUR Workshop Proceedings, 3553, 43-56. https://ceur-ws.org/Vol-3553/paper9.pdf
Zdravkova, K. (2023). Personalized education for sustainable development. Sustainability, 15(8), 6901. https://doi.org/10.3390/su15086901
Zheng, G. (2024). Training of future engineering specialists in vocational education institutions in China. Humanities Studios: Pedagogy, Psychology, Philosophy, 12(4), 34-45. https://doi.org/10.31548/hspedagog/4.2024.34
Zholdosheva, A. (2022). Тrends of modern education and their influence on socialization of the student's personality. Bulletin of the Jusup Balasagyn Kyrgyz National University, 14(2), 92-100. https://balasagynbulletin.com/en/journals/tom-14-2-2022/tyendyentsii-sovryemyennogo-obrazovaniya-i-ikh-vliyaniye-na-sotsializatsiyu-lichnosti-studyenta
Derechos de autor 2026 Lyazat Syzdykova, Ayzhan Khasenova, Gulmira Karabalaeva, Gulnaz Adylbek kyzy, Altynkys Soodanbekova
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
This work is licensed under a Creative Commons Attribution 4.0 International License.
DECLARACIÓN DE ORIGINALIDAD Y DERECHOS DE AUTOR
Declaro que este artículo es original y no ha sido presentado para publicación en ninguna otra revista nacional o internacional, ni en parte ni en su totalidad.
Los derechos de autor pertenecen exclusivamente a los autores. Los derechos de licencia utilizados por el periódico son la licencia Creative Commons Attribution 4.0 (CC BY 4.0): por lo tanto, se permite compartir (copiar y distribuir el material en cualquier medio o formato) y adaptar (remezclar, transformar y crear material a partir del contenido). licencia para cualquier propósito, incluidos fines comerciales).
Se recomienda leer este enlace para obtener más información sobre el tema: proporcionar créditos y referencias correctamente, entre otros detalles cruciales para el buen uso del material licenciado.
