<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000502448</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i31.676</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias digitales y desarrollo profesional de los docentes de educación básica regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital competencies and professional development of regular basic education teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competências digitais e desenvolvimento profissional de professores de educação básica regular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez]]></surname>
<given-names><![CDATA[Florencia Jesús Pretell]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malaver]]></surname>
<given-names><![CDATA[Nélida Esperanza, Bustamente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villavicencio]]></surname>
<given-names><![CDATA[Juanita Isabel Cueva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zevallos]]></surname>
<given-names><![CDATA[Paola Revilla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Santiago Antúnez de Mayolo  ]]></institution>
<addr-line><![CDATA[Áncash ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de San Agustín  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>31</numero>
<fpage>2448</fpage>
<lpage>2459</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000502448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000502448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000502448&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La transición abrupta hacia la educación a distancia en Perú resaltó la necesidad urgente de que los docentes adquirieran habilidades digitales para adaptarse a las nuevas formas de enseñanza. Por tanto, el objetivo del estudio fue identificar la relación entre las competencias digitales y el desarrollo profesional en docentes. Bajo el tipo correlacional-causal, y diseño transversal, se usó como técnica la encuesta apoyado en el instrumento del cuestionario, cumpliendo con los requisitos de validez y confiabilidad. La población censal fue de 70 docentes. Los resultados de la prueba de correlación de Rho de Spearman revelaron una correlación positiva de nivel medio (Rho 0,360 y p-valor 0,002) entre la competencia digital y el desarrollo profesional. En conclusión, se encontró una relación significativa y positiva, aunque moderada, entre ambas variables. Estos hallazgos respaldan la importancia de promover las competencias digitales en los docentes para mejorar su desarrollo profesional en el ámbito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The abrupt transition to distance education in Peru highlighted the urgent need for teachers to acquire digital skills to adapt to new ways of teaching. Therefore, the objective of the study was to identify the relationship between digital competencies and professional development in teachers. Under the correlational-causal type, and cross-sectional design, the survey technique was used supported by the questionnaire instrument, complying with the requirements of validity and reliability. The census population was 70 teachers. The results of Spearman's Rho correlation test revealed a positive correlation of medium level (Rho 0.360 and p-value 0.002) between digital competence and professional development. In conclusion, a significant and positive, albeit moderate, relationship was found between the two variables. These findings support the importance of promoting digital competencies in teachers to improve their professional development in the educational field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A transição abrupta para a educação a distância no Peru destacou a necessidade urgente de os professores adquirirem habilidades digitais para se adaptarem às novas formas de ensino. Portanto, o objetivo do estudo foi identificar a relação entre as competências digitais e o desenvolvimento profissional dos professores. Sob o tipo correlacional-causal e desenho transversal, a técnica de pesquisa utilizada foi o levantamento apoiado pelo instrumento de questionário, atendendo aos requisitos de validade e confiabilidade. A população do censo foi de 70 professores. Os resultados do teste de correlação Rho de Spearman revelaram uma correlação positiva de nível médio (Rho 0,360 e p-valor 0,002) entre competência digital e desenvolvimento profissional. Em conclusão, foi encontrada uma relação significativa e positiva, embora moderada, entre as duas variáveis. Esses resultados apóiam a importância de promover as competências digitais nos professores para melhorar seu desenvolvimento profissional na educação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Docentes]]></kwd>
<kwd lng="es"><![CDATA[Educación básica regular Herramientas digitales]]></kwd>
<kwd lng="es"><![CDATA[Nuevas tecnologías]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Digital competencies]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Regular basic education]]></kwd>
<kwd lng="en"><![CDATA[Digital tools]]></kwd>
<kwd lng="en"><![CDATA[New technologies]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[Competências digitais]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica regular]]></kwd>
<kwd lng="pt"><![CDATA[Ferramentas digitais]]></kwd>
<kwd lng="pt"><![CDATA[Novas tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
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