Socio-formative competencies for

non-licensed teachers in technology

and informatics: challenges

in Colombia*

Competencias socio-formativas para docentes no

licenciados en tecnología e informática:

desafíos en Colombia

How to cite: Figueroa, R. J. C. (2024). Socio-formative competencies for non-licensed teachers

in technology and informatics: challenges in Colombia. Revista Digital de Investigación y Pos-

tgrado, 5(10), 111-123

111

Juan Carlos Figueroa Rada**

https://orcid.org/0009-0008-0640-6358

Ariguaní, Departament of Magdalena / Colombia

* The article stems from the doctoral thesis "Socio-Formative Pedagogical Components of Non-Licensed Teachers

in Technology and Informatics in Public Educational Institutions."

** Student of the Doctoral Program in Education Sciences with an Emphasis on Research, Evaluation, and Formu-

lation of Educational Projects, offered by the Metropolitan University of Education, Science, and Technology (UME-

CIT), Panama. Master's degree in Educational Technology Management from the University of Santander. Specialist

in Educational Informatics Administration from the University of Santander. Systems Engineer from the Autonomous

University of Colombia. Teacher in the Technology and Informatics Area at the Liceo Ariguaní Departmental Edu-

cational Institution, Ariguaní - Magdalena, Colombia. Email: jcfigueroarada@hotmail.com

Revista Digital de Investigación y Postgrado, 5(10), 111-123

Electronic ISSN: 2665-038X

Received: February / 2 / 2024 Reviewed: February / 4 / 2024 Approved: April / 9 /2024

Abstract

The objective of the study was to analyze the Socio-Formative Competencies for Non-Licensed

Teachers in Technology and Informatics. An interpretative-postpositivist methodology was used,

with a phenomenological-interpretative approach to understand the experiences of 8 non-li-

censed teachers but with training in informatics. A structured interview with 22 open-ended

questions was used for data collection. Triangulation was applied to ensure the validity and re-

liability of the results. Findings revealed categories such as sensation of challenge, awareness of

limitations, updated perspective, motivation towards technological careers, innovation in the

classroom, and connection with the industry. This leads to the conclusion that there is a need

for specific training programs for non-licensed teachers in technological areas, in order to im-

prove their pedagogical practice and their ability to effectively teach topics related to technology

and informatics.

Keywords:

competencies, socio-formative, non-licensed professionals, technology, informatics.

Resumen

El objetivo del estudio fue analizar las competencias Socio-Formativa para Docentes no Licen-

ciados en Tecnología e Informática. Se utilizó una metodología interpretativo-postpositivista,

con un enfoque fenomenológico-interpretativo para comprender las experiencias de 8 docentes

no licenciados, pero con formación en informática. Se empleó una entrevista estructurada con

22 preguntas abiertas para la recolección de información. Se aplicó triangulación para garantizar

la validez y fiabilidad de los resultados. Los hallazgos revelaron categorías como sensación de

desafío, conciencia de limitaciones, perspectiva actualizada, motivación hacia carreras tecno-

lógicas, innovación en el aula y conexión con la industria. Lo que permite concluir que existe la

necesidad de programas de formación específicos para docentes no licenciados en áreas tec-

nológicas, con el fin de mejorar su práctica pedagógica y su capacidad para enseñar eficaz-

mente temas relacionados con la tecnología e informática.

Palabras clave:

competencias, socio-formativas, profesionales no linceados, tecnología, informática.

Introduction

The occupation of professionals in various fields who hold pedagogical positions at the primary

and secondary education levels is an observed reality that has received little attention. Therefore,

to provide a statistical approach to this reality, which stems from the researcher's concern and

gave rise to this study, some statistics presented by Unesco (2024) are cited, which state:

Coverage rates range between 63% and 76% for teacher qualification and pre-employment

training indicators, while coverage rates for relative salaries and in-service training are subs-

tantially lower. The global average coverage rate for all SDG 4 indicators is just over 60%. Indi-

cators reflecting teacher qualifications (4.c.3 and 4.c.4) have the highest coverage rates, at just

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Juan Carlos Figueroa Rada

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over 75%, followed by indicators reflecting teacher training (4.c.1 and 4.c.2), which are slightly

above the global SDG 4 average. Other teacher indicators tend to have lower coverage rates.

The teacher attrition indicator (4.c.6) has a coverage rate just below 50%, while the coverage

rate for recent professional development (4.c.7) is below 30%, and that for teacher salaries re-

lative to others (4.c.5) is below 20% (p.6).

Despite the observation made by this organization and including indicators that are not speci-

fically related to teacher training, it represents a starting point for framing the relevance of this

study. In this sense, it is estimated that a considerable number of teachers worldwide lack the

necessary pedagogical training. According to the Unesco 2017 Global Teacher Survey, about

16% of primary school teachers and 21% of secondary school teachers do not have the required

training. This equates to approximately 60 million students receiving education from teachers

without adequate pedagogical preparation.

Additionally, according to Unesco (2021), the World Bank's 2021 World Education Report indicates

that 69 million new teachers are needed to achieve Sustainable Development Goal 4 of quality edu-

cation for all by 2030. Of these, 48 million would be needed to replace teachers who retire or leave

the profession, and 21 million to meet the needs of new positions created by population growth. It

is likely that a significant portion of these new teachers will not have pedagogical training.

In the case of Mexico, a study by the National Institute of Statistics and Geography (INEGI) con-

ducted in 2020 found that 18% of basic education teachers did not have teaching training. This

means that around 1.2 million students in Mexico receive education from teachers without ade-

quate pedagogical preparation (González & Crispín, 2022).

In Colombia, a study by the Ministry of National Education conducted in 2018 found that 10% of

teachers did not have a professional degree in education, which equates to about 34,000 students

receiving education from teachers without pedagogical training (Albadan, 2020). According to

the Labor Observatory for Education Report 2022, in Colombia, 40% of teachers do not have

training in pedagogy or didactics, meaning that around 136,000 students are taught by teachers

without this specific preparation. On the other hand, an analysis by the Colombian Federation

of Educators (FECODE) in 2023 estimates that 50% of teachers in Colombia do not have training

in pedagogy or didactics, affecting about 170,000 students in the country (Cabeza et al., 2018).

It is important to note that in Colombia, the situation has arisen where many professionals in

informatics and other areas take on teaching roles in primary and secondary education institu-

tions due to the growing demand for professionals in the pedagogical field. Meanwhile, gra-

duates in education specialize in specific areas such as mathematics, language, and social

sciences, but are not initially trained in the technological field. This has led the Ministry of Na-

tional Education to hire engineers in technology and informatics to teach. While this approach

meets immediate needs, these professionals often lack pedagogical competencies.

In this context, it is important to highlight that when a technology professional assumes the role of a

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Juan Carlos Figueroa Rada

teacher in primary and secondary levels without having pedagogical competencies, several significant

challenges can arise. Communication becomes an issue, as it can be difficult to explain technical concepts

clearly and in a way that is adapted to different levels of maturity and understanding (Figueroa, 2024).

Additionally, teachers who lack pedagogical-communicative competence may face several pro-

blems in making themselves understood, including difficulties in explaining concepts clearly and

comprehensibly to students, as well as in maintaining their attention and interest in the content.

Furthermore, the lack of adequate communicative skills can lead to ineffective classroom com-

munication, making it difficult to effectively transmit knowledge and create a positive learning

environment (Cabeza et al., 2018).

On the other hand, the lack of strategies to maintain students' attention and interest, as well as

the inability to adapt teaching to individual needs, are also common challenges. Regarding clas-

sroom management, there may be difficulty in controlling student behavior, maintaining disci-

pline, and creating a positive and motivating learning environment (Figueroa, 2024).

To maintain students' interest, a teacher needs pedagogical skills that allow them to develop

appropriate strategies. Without these competencies, it can be difficult to capture and hold stu-

dents' attention (Durán et al., 2014). The lack of effective strategies to make content relevant

and engaging can result in a boring and demotivating learning environment. Additionally, the

inability to adapt teaching to individual needs and learning styles can cause some students to

disconnect and lose interest in the subject (Albadan, 2020).

It is also considered that the lack of pedagogical competencies can result in planning and eva-

luation problems, such as difficulty in designing effective didactic sequences, evaluating learning

adequately, and conducting formative and continuous assessment. Despite these challenges,

the presence of a technology professional in the classroom can also have advantages, such as

providing an updated perspective on the technological world, motivating students towards te-

chnological careers, and creating innovative learning experiences (Figueroa, 2024).

In this regard, a lack of pedagogical competencies has been observed in non-licensed teachers

in educational institutions in Magdalena, Colombia. This translates into communication problems

when explaining technical concepts, difficulties in classroom management to maintain discipline

and create a positive environment, as well as challenges in teaching planning and evaluation.

Meanwhile, students show disinterest in the subject, difficulties in understanding concepts, and

potentially low academic results as a result of the teacher's lack of pedagogical competencies

in technology. Therefore, the study aimed to analyze Socio-Formative Training for Non-Licensed

Teachers in Technology and Informatics.

Methodology

The study methodology adopted the interpretive-postpositivist paradigm, which focuses on

understanding and explaining social phenomena from the participants' perspective, recognizing

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the subjectivity and complexity of reality. This qualitative approach allowed for an in-depth ex-

ploration of the experience of non-licensed teachers in education who teach computer techno-

logy (Acosta, 2023).

The method employed was phenomenological-interpretive, which aims to understand the mea-

ning and structure of the experiences lived by the participants. In this case, the goal was to un-

derstand how non-licensed teachers in education experience and face the challenges of

teaching computer technology in educational institutions (Acosta, 2023).

The sample consisted of 8 non-licensed teachers in education but with training in computer

science. The inclusion criteria aimed for them to be IT professionals willing to collaborate by

providing information about their experience in teaching this subject. For data collection, a

structured interview was used, consisting of an interview guide with 22 open-ended questions

designed to address all relevant aspects related to the teaching of computer technology by

non-licensed teachers in education.

Regarding ethical considerations, confidentiality of the participants was respected, and their in-

formed consent was obtained before participating in the study. Privacy was ensured, and the

identity of the participants was protected in the presentation of the results. Data analysis was

conducted using coding-categorization, which helped identify patterns and relationships in the

data. Additionally, triangulation was applied, considering empirical, theoretical, and argumen-

tative aspects to ensure the validity and reliability of the results obtained.

Results

The following are the results derived from the triangulation process among the information

provided by the informants, the cited theories, and the researcher's argumentation. These results

provide a comprehensive and well-founded insight into the socio-formative competencies of

non-licensed teachers in technology and informatics. Triangulation enabled the validation and

enrichment of the collected data, ensuring the reliability of the findings.

Table 1

Triangulation of the Perception of Technology and Informatics Teachers

Categories

Empirical Moment (direct

quotes from key informants)

Theoretical Moment Argumentative Moment

Updated

Perspective

Technology professionals can

offer a fresh and updated pers-

pective on technology and its

application in the modern

world, which can be especially

relevant for students pursuing

careers in technology-related

fields.

According to Durán et al.

(2014), it is important to have

an updated perspective in

educational processes to stay

aligned with advancements

and changes in society and the

world, which allows for provi-

ding a relevant education and

preparing students for current

and future challenges.

Having an updated perspective helps

unlicensed teachers improve their

teaching practice by staying informed

about the latest trends, methods, and

educational technologies. This allows

them to offer more effective and re-

levant instruction to their students,

which can increase student motivation

and engagement in learning. Additio-

nally, staying updated helps them

better adapt to changes in the edu-

cational system and enhances their

job opportunities.

Motivation

Towards Te-

chnological

Careers

Their experience and passion

for technology can motivate

students to become interested

in related careers, thus encou-

raging participation in STEM

fields and the development of

technological skills.

Pursuing technological ca-

reers is beneficial for students'

learning process because it

provides them with a sense of

purpose and relevance, in-

creases their interest in te-

chnology-related subjects,

and encourages active explo-

ration and autonomous lear-

ning (Valenzuela et al., 2015).

From all this, it can be inferred that

teachers become role models, sho-

wing enthusiasm and passion for te-

chnology and demonstrating how it

can be a rewarding and exciting ca-

reer. By inspiring students in this way,

teachers can play a fundamental role

in fostering motivation towards te-

chnological careers.

Classroom In-

novation

Innovation in the classroom

can benefit learning by stimu-

lating students' interest and of-

fering them new ways to

understand and apply con-

cepts.

Currently, teachers are nee-

ded who motivate student

participation through innova-

tive strategies (Vera & García,

2010).

Innovation in the classroom is important

because it promotes more dynamic,

creative, and relevant learning for stu-

dents, fostering their interest and active

participation in the educational process.

Additionally, it allows pedagogical prac-

tices to be adapted to current needs

and contexts, preparing students to face

the challenges of the contemporary

world.

Connection

with the In-

dustry

The connection with the in-

dustry allows students to see

the practical relevance of what

they learn, better preparing

them for the workforce.

Today's youth must be educa-

ted under the influence of te-

chnologies, as they are present

in the areas of production and

development in the era of glo-

balization (Joyanes, 2017).

Establishing a connection with the in-

dustry is important for students be-

cause it provides them with the

opportunity to apply their knowledge

in real-world situations, understand

the demands and trends of the job

market, and build networks that can

be valuable for their future professio-

nal careers. This allows them to ac-

quire relevant skills and competencies

for their academic and professional

development.

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Table 2 reflects the categories that emerged regarding the advantages of unlicensed IT teachers,

showing that the updating of teachers in education is important to ensure that students acquire

the necessary skills to succeed in a constantly evolving world.

Furthermore, they expressed that by staying up-to-date with the latest trends and advance-

ments in education, teachers can offer more relevant and meaningful learning experiences. This

not only benefits students by better preparing them for the future but also enriches teaching

practice by fostering creativity, innovation, and adaptability in the classroom. As one of the in-

terviewees highlighted:

An updated perspective in teaching is essential to keep up with new educational methodologies

and technologies. It allows us to adapt to the changing needs of our students and continuously

improve our teaching practices to provide a quality education.

In concordance with the interviewees' ideas, Beltrán (2021) emphasizes the need for teachers

to receive continuous training that allows them to stay updated on novel strategies, student

needs, and institutional guidelines. According to Callealta et al. (2020), it is imperative that tea-

chers be innovative and adapt their teaching processes to new technologies to prepare students

to face the challenges of this century.

In this sense, the researcher believes that constant updating in education is a fundamental re-

quirement for excellence in teaching. By staying current with the latest trends, methodologies,

and educational technologies, teachers can offer more effective and relevant learning expe-

riences for students, better preparing them for future challenges. Hence, an updated perspective

not only benefits students but also enriches teaching practice by fostering innovation, creativity,

and adaptability in the classroom.

Regarding the emerging category of motivation towards technological careers, the inter-

viewees highlighted the idea that the good performance and skills (knowledge) of the tea-

cher can motivate students towards technological careers and encourage them to

implement these skills in other subjects to obtain information, create concept maps, and

mental maps by recognizing the programs for these tasks. Hence, one of the interviewees

considers that:

In my experience, motivating students towards technological careers involves showing

them the relevance and positive impact they can have on the world. Through practical

activities and interesting projects, I help them see the exciting potential and opportunities

for personal and professional growth in the technology field.

This aligns with social cognitive theory, as noted in Castillo's (2020) research, which posits that

motivation towards technological careers can be promoted through exposure to successful mo-

dels in the field, the creation of an enriched learning environment, and the appreciation of stu-

dents' technical and creative skills.

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Juan Carlos Figueroa Rada

All this suggests that motivation towards technological careers can be fostered through educa-

tional programs that integrate emerging technologies and innovative pedagogical approaches.

The research indicates that early exposure to technology, combined with practical experiences

and collaboration with the industry, can significantly increase students' interest in these areas.

Another category that emerges from the informants' discourse is Innovation in the Classroom,

highlighting that a teacher with extensive knowledge in their field has the ability to adapt content

with novel strategies that capture student interest, thereby facilitating the practical aspect. In

this sense, one of the teachers stated:

Innovation in the classroom involves not only using new technologies but also developing crea-

tive pedagogical approaches that stimulate critical thinking and problem-solving. For me, it is

important to stay informed about the latest educational trends and adapt them to the specific

needs of my students.

According to Cedeño (2021), from the perspective of educational innovation theory, classroom

innovation refers to the implementation of novel practices and methods that significantly im-

prove the teaching and learning process. According to Cruz (2019), this can include the use of

technology, the design of interactive activities, and the promotion of a collaborative learning

environment.

From the researcher's perspective, classroom innovation can improve the quality of education

by increasing student motivation and engagement, as well as fostering the development of

21st-century skills such as creativity, collaboration, and problem-solving. Research shows that

innovative teachers tend to achieve better academic results and higher student satisfaction.

Finally, the category of Connection with the Industry emerged, where the interviewees high-

lighted the importance of a teacher with technological training because it prepares students in

this highly demanded field in the labor market. One of the interviewees stated that:

Establishing a connection with the industry is fundamental to staying updated on the demands

of the job market and ensuring that my students acquire the necessary skills to succeed in the

workforce. Through collaborations with companies and professionals in the field, I can enrich

my curricula and provide practical learning opportunities.

In contrast to Aristizábal (2022), who considers that according to competency-based education

theory, the connection with the industry is important to ensure that students acquire relevant

and up-to-date skills for the job market. Collaboration with companies allows aligning the edu-

cational curriculum with the needs and expectations of the productive sector.

All this leads the researcher to infer that the connection with the industry can benefit students

by providing them with practical experiences, authentic learning opportunities, and the possi-

bility of establishing professional contacts. Research suggests that collaborations between edu-

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cational institutions and companies can improve graduates' employability and contribute to

local economic development.

Conclusions

The analysis of the interviewees' discourse, coupled with the consulted theories, highlights the

urgency of strengthening the pedagogical training of unlicensed technology and informatics

teachers in Colombia. It is essential that training programs address not only the technical aspects

of technology and informatics but also the necessary pedagogical strategies for effective tea-

ching in these areas. The integration of innovative and participatory educational methods, as

well as the development of skills for managing diversity and inclusion, are key aspects that must

be considered in the training of these teachers.

Additionally, special attention must be given to the continuous updating of pedagogical know-

ledge and skills, in line with technological advancements and the changing needs of society.

Continuous professional development and access to updated educational resources are fun-

damental for teachers to stay current in an increasingly digitalized and dynamic educational

environment. It is also important to promote a culture of collaborative learning among teachers,

where they can share experiences, best practices, and resources, thereby enriching their edu-

cational work.

Finally, it is necessary for educational policies and teacher training programs to recognize and

value the importance of pedagogical training in the teaching of technology and informatics.

This involves ensuring adequate resources, both material and human, for the development of

quality training programs. Additionally, it is crucial to establish monitoring and evaluation me-

chanisms to verify the impact of these actions on improving educational quality and developing

competencies in technology and informatics among students.

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