Constructo teórico de la competencia pedagógica del docente en ambientes virtuales de aprendizaje

Abstract

To generate a theoretical construct about the pedagogical competence of the university teacher in virtual learning environments, it is necessary to define the theoretical elements that underlie pedagogical training and those competences that are necessary to be known by the teacher, assess the skills based on knowledge of the basic tools within ICTs that directly influence the development of the teaching-learning process that university teachers require to assume the paradigm of virtual teaching, revealing the epistemological approach to education in the contexts of virtual teaching environments. The ontological, epistemological and methodological conception is proposed. The research paradigm is interpretive under a qualitative approach, the design is hermeneutical supported by the documentary stance. The category system is made up of the development of competencies that seeks to strengthen their skills in interactive training modalities under a purely virtual approach.