Training in digital competence of teachers of primary and early childhood education in Spain. A bibliometric review of the literature

Digital competence is essential in teacher training in schools. However, research shows that they are not yet effective nor do they have quality. The purpose of this research was to carry out a descriptive bibliometric analysis of the literature on the training in digital competence of teachers of primary and early childhood education in Spain using the metadata of 45 publications indexed in the Scopus database and supported by the Bibexcel and VosViewer programs. For analysis we have used different bibliometric techniques (bibliographic coupling, co-citation and co-occurrence). The results tell us that we are in an upward trend in terms of publications on the subject, with a greater impact on the social sciences;likewise, the co-occurrence shows the way in which current research topics deal with teacher training, COVID19 or online learning. In the same way, the review of the literature shows the lack of training that teachers have received or are receiving with respect to digital competence. Considering the results, the main conclusion refers to the need to continue researching the methodological, organizational and/or regulatory dimensions that influence the development of digital skills in teachers. © 2023 University of Granada. All rights reserved.

Educational inclusion during the Post-COVID school from the perspective of Therapeutic Pedagogy tea- chers

Schools in the post-COVID era have adopted a series of hygienic-sanitary and organizational measures which have limited the inclusive practices that had been carried out in schools during the last years. The aim of this research is to find out and analyze the school experiences of students with special needs during the academic year 2020/21, in terms of inclusion, and based on the testimonies of the teachers involved. Methodologically, we proposed a qualitative research, in which we conducted virtual semi-structured interviews and focus groups, and in which 37 special education teachers participated from the autonomous community of Andalucia. From the final analysis, situations of school exclusion emerge, as a consequence, on the one hand, of spatial separations within schools (bubble groups) and, on the other hand, due to the lack of resources for the attention of students enrolled in regular classrooms and special education classrooms that have limited their social, emotional and learning experiences. These situations show that talking about diversity in school has not changed significantly, and it is still synonymous with school exclusion.

Educational inclusion during the Post-COVID school from the perspective of Therapeutic Pedagogy teachers

Schools in the post-COVID era have adopted a series of hygienic-sanitary and organizational measures which have limited the inclusive practices that had been carried out in schools during the last years. The aim of this research is to find out and analyze the school experiences of students with special needs during the academic year 2020/21, in terms of inclusion, and based on the testimonies of the teachers involved. Methodologically, we proposed a qualitative research, in which we conducted virtual semi-structured interviews and focus groups, and in which 37 special education teachers participated from the autonomous community of Andalucía. From the final analysis, situations of school exclusion emerge, as a consequence, on the one hand, of spatial separations within schools (bubble groups) and, on the other hand, due to the lack of resources for the attention of students enrolled in regular classrooms and special education classrooms that have limited their social, emotional and learning experiences. These situations show that talking about diversity in school has not changed significantly, and it is still synonymous with school exclusion. © 2022 Elsevier Doyma. All rights reserved.

Use of ict and attention to diversity in times of covid

The pandemic caused by COVID-19 has configured a school characterized by teaching-learning processes exclusively linked to the use of technological devices and virtual applications. With the aim to know the experience of the Andalusian special education teachers during the period of confinement with students with educational needs and the use of new technologies, we have developed a qualitative investigation. Based on individual interviews and focus groups, 37 special education teachers of the autonomous community of Andalusia have expressed the personal limitations, technological and training resources and the difficulties found to attend their students with special needs in the same way in which they had been doing it before confinement. This research highlights that educational centers have to improve and expand the training of students in the use of ICT devices and tools, especially in students with educational needs, and that we need to improve the accessibility of applications and technological devices with the purpose that they adapt to the characteristics of students with special educational needs. © 2021 North Caucasian Institute of Mining and Metallurgy, State Technological University. All rights reserved.