Transformación digital y gestión educativa: desafíos y oportunidades para el desarrollo profesional docente en el uso pedagógico de tecnologías en Costa Rica

Abstract

El desarrollo profesional continuo (DPC) en tecnología es esencial para que el profesorado responda a las actuales demandas de la educación. Por lo que el objetivo de este estudio es analizar las condiciones institu-cionales, la participación y la utilidad percibida de las actividades de DPC vinculadas a la tecnología digital en el ámbito educativo público costarricense. Se utilizó un enfoque cuantitativo con diseño no experimental, transversal y alcance descriptivo. Además, la muestra incluyó a n=951 participantes, 237 personas directoras y 714 docentes, y se aplicó un cuestionario con escalas tipo Likert. Los resultados evidencian que, aunque existen algunas condiciones institucionales para el DPC en tecnología, estas no son percibidas como accesibles ni suficientes, especialmente por el colectivo docente. Las personas directoras valoran más positivamente las acciones formativas promovidas desde los centros, aunque sin alcanzar niveles óptimos. Así mismo, cabe destacar la baja participación de ambos colectivos en las diferentes modalidades de formación, siendo los cursos en línea y las actividades colaborativas las más utili-zadas y mejor valoradas. Se identifican diferencias significativas en la percepción entre ambos grupos, lo que sugiere brechas internas en la cultura organizacional escolar. Se concluye que las oportunidades de formación aún requieren mayor planificación, seguimiento y contextualización. Finalmente, se recomienda fortalecer la gestión pedagógica de los equipos directivos, así como espacios y tiempo asignado para la formación y fomentar redes de colaboración profesional.

Continuing professional development (CPD) in technology is essential for teachers to meet the current demands of education. Therefore, the objective of this study is to analyze the institutional conditions, participation, and perceived usefulness of CPD activities related to digital technology in the Costa Rican public educational sphere. A quantitative approach with a non-experimental, cross-sectional, and descriptive scope design was used. Furthermore, the sample included n=951 participants, 237 principals and 714 teachers, and a questionnaire with Likert-type scales was applied. The results show that, although some institutional conditions for CPD in technology exist, they are not perceived as accessible or sufficient, especially by the teaching staff. Principals view the training actions promoted by the centers more positively, although optimal levels are not reached. Likewise, the low participation of both groups in the different training modalities is noteworthy, with online courses and collaborative activities being the most used and highly valued. Significant differences in perception between the two groups are identified, suggesting internal gaps in the school’s organizational culture. It is concluded that training opportunities still require better planning, monitoring, and contextualization. Finally, it is recommended to strengthen the pedagogical management of leadership teams, as well as allocated space and time for training, and to foster professional collaboration networks.

the sample included n=951 participants, 237 principals and 714 teachers, and a questionnaire with Likert-type scales was applied. The results show that, although some institutional conditions for CPD in technology exist, they are not perceived as accessible or sufficient, especially by the teaching staff. Principals view the training actions promoted by the centers more positively, although optimal levels are not reached. Likewise, the low participation of both groups in the different training modalities is noteworthy, with online courses and collaborative activities being the most used and highly valued. Significant differences in perception between the two groups are identified, suggesting internal gaps in the school’s organizational culture. It is concluded that training opportunities still require better planning, monitoring, and contextualization. Finally, it is recommended to strengthen the pedagogical management of leadership teams, as well as allocated space and time for training, and to foster professional collaboration networks.