Management of Religion Teachers’ Socioemotional Competencies in Information and Communication Technologies Integration: A Phenomenographic Study

This investigation forms part of a doctoral study that examines the relation between socioemotional competencies (SECs) and teachers’ beliefs on the integration of information and communication technologies (ICTs). It addresses religion teachers’ knowledge of SECs during the curricular integration o...

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Bibliographic Details
Published inQualitative report Vol. 29; no. 5; pp. 1443 - 1471
Main Authors Cartagena, Mario Armando Beteta, Revuelta, Francisco Ignacio Domínguez, Pedrera, María Rodríguez, Soria, Edith Valencia
Format Journal Article
LanguageEnglish
Published Fort Lauderdale The Qualitative Report 01.05.2024
Subjects
Academic Achievement
Behavioral Objectives
Communication
Decision making
Education policy
Educational Environment
Educational Innovation
Educational Policy
Educational Practices
Educational Technology
Emotions
Experience
Information technology
Learning
Learning Processes
Mathematics
Religion
Religious education
Secondary School Teachers
Students
Teacher Characteristics
Teachers
Teaching
Teaching Methods
Peru
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Summary:This investigation forms part of a doctoral study that examines the relation between socioemotional competencies (SECs) and teachers’ beliefs on the integration of information and communication technologies (ICTs). It addresses religion teachers’ knowledge of SECs during the curricular integration of ICTs, specifically their internal aspects in their pedagogical practice using ICTs (second-order barriers). This study also discusses the characteristics of religion teachers, who have received less attention than teachers of science, language, or mathematics disciplines, partly because religion is not considered a priority area in educational policies. To this end, this study adopted a qualitative approach in the phenomenographic tradition to describe how people experience the phenomena in their environment. The informants were 22 religion teachers from Metropolitan Lima, Peru, who participated in in-depth interviews to clarify their emotional experience with ICTs. The results confirmed the empirical findings of contemporary scientific literature and indicated that teaching with ICTs offers a permanent emotional experience manifested in the planning and development of learning sessions as well as in decision-making for pedagogical purposes. The findings allow for feedback and serve as a catalyst for perseverance and work engagement. However, the informants expressed their desire for better training to carry out quality teaching–learning processes with ICTs in religious education.
ISSN:2160-3715
1052-0147
2160-3715
DOI:10.46743/2160-3715/2024.6419