Formación docente en EFL: explorando el crecimiento profesional a través de la integración de Padlet y la reflexión
DOI:
https://doi.org/10.18861/cied.2025.16.especial.4079Palabras clave:
padlet, TPACK, reflexividad, docentes en formación, identidad docenteResumen
Este artículo examina el impacto de integrar la plataforma digital Padlet y las prácticas reflexivas en un curso de Maestría en TESOL sobre el crecimiento profesional de futuros docentes. El estudio se realizó con 14 estudiantes de una universidad del sur de Vietnam y empleó diarios reflexivos, declaraciones evolutivas de filosofía docente, una encuesta final del curso y entrevistas estructuradas. Los resultados revelaron correlaciones positivas entre el conocimiento tecnológico pedagógico del contenido (TPACK), según lo percibido por los estudiantes, y la estructura y contenido del curso. Se identificaron dos temas principales en torno a la integración de Padlet. El primero, experiencias de aprendizaje mejoradas, resaltó prácticas inclusivas, motivadoras y conectadas con la vida real. El segundo, integración tecnológica, abordó tanto beneficios como limitaciones de la plataforma, pero fomentó una comunidad colaborativa entre los docentes en formación. La reflexión tuvo un papel central, generando temas como innovación, enseñanza centrada en el estudiante, desafíos en la instrucción del idioma y construcción de la identidad docente. Estos hallazgos destacan el desarrollo del TPACK, la efectividad docente y el compromiso con el aprendizaje permanente. Se discuten implicaciones pedagógicas sobre el uso de tecnologías como Padlet y prácticas reflexivas en la formación docente para potenciar una educación transformadora en EFL, además de proponer futuras líneas de investigación sobre la interacción entre TPACK, eficacia instruccional y reflexión en contextos educativos en evolución.
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