Abstract:

The present transformations and challenges that Knowledge Society demands, as well as the main implications that Information and Communication Technologies have over higher education, universities and specially over professional development of teachers of this educational level, have a deep impact not only on their professional profile, functions and roles, but also, on their training and professional competences and skills.

This paper aims to show the current status of a research project with some preliminary reflections derived from the initial quantitative and qualitative data analysis of an on-line survey, a series of interviews in depth, participant observations (face to face, blended and virtual), as well as four discussion groups carried out at the end of 2012 with higher education teachers and educational managers from fifteen public and private Universities in Mexico. The study aims to carry out a descriptive, comprehensive and critical evaluation of training needs of Higher Education Teachers’ Digital Competence for the Knowledge Society, from different professional perspectives and diverse information sources, as well as from current and emerging training scenarios (face to face, blended and virtual). It is part of a previous research carried out in 2010 which the main purpose was to identify the main professional functions and digital competences that higher education teachers should develop to be suitably integrated as Teaching Professionals for the Knowledge Society.

Based on critical analysis and comparison of different perspectives, theories and models found in the scientific literature and international reports, a descriptive methodology was used to build up the theoretical and scientific framework for the study, portraying an approach of a state of the art of the knowledge society and its implications over the higher education teachers’ digital competences profile.

Derived from this analysis, we found a series of key elements that allowed us to conceive a model of professional development for higher education teachers, in which their digital competences are integrated as an intrinsic part of its main new roles, ‘in and for’ the knowledge society. The model is based on competence units in the intellectual, social, organizational and cultural fields, guided by critical reflection, and oriented to innovation, knowledge construction and collaboration in a digital society.

Throughout these key elements we were also able to build a questionnaire for teacher digital competences’ need assessment that allow them to identify their own needs of continuing education and training with respect to their digital competences, offering as well, an open, comprehensive and flexible framework for decision making on continuing training and professional growth. The theoretical conceptions of the model were scientifically validated through international experts and with teachers in their real context.

The preliminary reflections presented in this paper will serve as the basis of a deeper analysis and comprehension of all the data collected for the purpose of the main study, which is the identification of teachers’ training needs with respect its digital competence, for its later synthesis, structure and prioritization. These results, in turn, will allow us to make a training proposal that meet the needs of teachers of the Mexican Higher Education Institutions that participated in the study.

Keywords:

Teacher professional development, digital competences, higher education, knowledge society, needs assessment, continuing training.