Didactic strategies and digital competences in the teaching practice of teachers with remote work in Lima-2021.

Flores Z.R.T.; Ramirez J.G.P.; Arana A.A.T.; Fuster-Guillen D.; Uribe-Hernández Y.C. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2022)

Resumen

The purpose of this article is to establish the incidence of didactic strategies and digital competences in the teaching practice of teachers with remote work in Lima. For this, an investigation was carried out based on the quantitative approach, with the scope of causal correlational study, the hypothetical deductive method, non-experimental design and cross-sectional type. The sample was made up of 217 teachers from 14 educational institutions of an educational network in the city of Lima to which three validated instruments related to the study variables were applied. The results show that didactic strategies and digital competences affect the teaching practice of teachers with remote work in Lima, due to the value of Nagelkerke’s Pseudo R2 (0.885). Likewise, the results of the estimation of the parameter, expressed those digital competences affect teaching practices with greater intensity (Wald = 392.525; p = 0.000 <0.05).

Instituciones: Universidad Tecnológica del Perú; Universidad Privada San Juan Bautista; Universidad Nacional de Cañete; Universidad César Vallejo