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

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

Electronic ISSN: 2665-038X

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Socio-formative competencies for non-licensed teachers

in technology and informatics: challenges in Colombia

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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Socio-formative competencies for non-licensed teachers

in technology and informatics: challenges in Colombia

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

Awareness of Limitations

"Initially, I felt overwhelmed by the res-

ponsibility of educating students without

the appropriate tools" (IC3).

According to Figue-

roa (2024), it is im-

portant for teachers

to recognize the sig-

nificance of acquiring

pedagogical compe-

tencies and to accept

the challenge of tea-

ching without speci-

fic training. Likewise,

it is urgent that they

seek support and re-

flect on their practi-

ces to improve,

despite facing uncer-

tainty and frustration.

The analysis of teachers' percep-

tions reveals a complex and cha-

llenging reality. On one hand,

there is an evident awareness of

the need to acquire pedagogical

competencies and a willingness

to face the challenge of teaching

without specific training. Howe-

ver, there is also a sense of stress,

overwhelm, insecurity, and frus-

tration in the face of difficulties

in effectively communicating

and planning lessons. Despite

this, teachers strive to improve

their skills through daily reflec-

tion on their practices and see-

king support. Teaching is

perceived as an important

source of income, reflecting the

significance of this work in their

"This created in me a sense of insecurity

about how to approach certain aspects

of the educational process" (IC4).

"Every day I reflected on my practices

and sought ways to improve them" (IC5).

"Daily, I faced uncertainty about the ap-

propriate pedagogical strategies" (IC6).

"I wanted in-depth courses on how to

plan and evaluate" (IC7).

"I was frustrated, but it was my source of

income" (IC8).

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Socio-formative competencies for non-licensed teachers

in technology and informatics: challenges in Colombia

vides teachers with the necessary tools to handle the adaptability required in different educa-

tional contexts where they may work.

When interpreting the statements of the teachers and the cited theories, the researcher infers

that these professionals (unlicensed) experience a sense of challenge when teaching without

pedagogical training. This is important because it highlights the difficulties and pressures that

unlicensed teachers face in their educational work. This sense of challenge can serve as a starting

point for identifying areas for improvement in the training and support of these teachers, as

well as for developing strategies to help them face these challenges more effectively. Additio-

nally, by recognizing and understanding this feeling, it is possible to promote an environment

of empathy and support among education professionals, which can contribute to improving

the quality of teaching and the well-being of students.

Regarding the awareness of limitations, teachers recognize the importance of acquiring peda-

gogical competencies and accepting the challenge of teaching without specific training. They

seek support and reflect on their practices to improve, despite facing uncertainty and frustration.

Teaching is perceived as an important source of income in their lives. In this context, one of the

interviewees highlighted that:

As a teacher, awareness of my limitations is fundamental to my professional development. I re-

cognize the importance of acquiring pedagogical competencies and accepting the challenge

of teaching without specific training in education. Despite the difficulties and uncertainty I face

when communicating with students and planning lessons, I constantly seek to improve my skills.

Every day, I reflect on my practices and seek support from colleagues and institutions to con-

tinue growing. Although I may feel frustration along the way, I know that this experience is es-

sential for my growth as an educator.

Hence, this analysis reveals a complex and challenging reality for teachers without peda-

gogical training, who seek to improve their skills despite the difficulties, demonstrating

an attitude of overcoming and adapting to the challenges of teaching (Valenzuela et al.,

2015). In contrast with Colmenares' theory (2017), teachers must self-evaluate and reflect

on their work, strategies, mechanisms, and even their objectives, so that this provides

them with information to reorganize and improve the methodologies they implement if

necessary.

The information provided by the teachers and the insights from the consulted theory allow the

researcher to deduce that the sense of challenge and the awareness of limitations experienced

by teachers without pedagogical training when faced with teaching are crucial aspects that in-

fluence their learning process and professional growth.

Despite the initial difficulties, many teachers view these challenges as opportunities to improve

their skills and actively seek support and reflection to overcome their limitations. These findings

highlight the importance of providing continuous support and training to teachers so that they