<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000200355</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Potencialidades del aprendizaje autorregulado en el desarrollo de la competencia digital docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Potential of self-regulated learning in the development of teaching digital competence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebaza Wu]]></surname>
<given-names><![CDATA[María Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deroncele Acosta]]></surname>
<given-names><![CDATA[Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>85</numero>
<fpage>355</fpage>
<lpage>362</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000200355&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000200355&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000200355&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La competencia digital es esencial para la práctica docente actual, a partir de ello se realiza este estudio con el objetivo de identificar pautas teórico-metodológicas que impacten positivamente en las competencias digitales docentes. Se utilizó el método de investigación teórica el que contó de tres procedimientos. Los principales resultados permitieron sistematizar tendencias teóricas (sistematización del conocimiento establecido) e integrar una construcción hipotético-metodológica sobre las competencias digitales revelando las categorías de: práctica reflexiva aumentada, entornos de aprendizaje enriquecidos, orientación al compromiso social, vinculación con el entorno del estudiante, generación y gestión de prácticas pedagógicas emergentes y manejo de contenidos pedagógicos digitales, para finalmente establecer las pautas de una resignificación epistemológica que reveló las potencialidades del aprendizaje autorregulado para dinamizar las competencias digitales docentes. Se concluye con la identificación de componentes del aprendizaje autorregulado que permiten establecer futuras propuestas didácticas y formativas para el desarrollo de competencias digitales docentes tanto en la formación inicial de este profesional como en su formación continua, contándose la importancia de diseños curriculares andragógicos contextuales. Este estudio además permitirá proponer una ruta praxeológica de intervención educativa que impacte favorablemente en el desarrollo de competencias digitales en y para entornos virtuales de enseñanza aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The pandemic generated by COVID-19 has promoted the need for competencies that allow the teacher a successful performance in virtual education, based on this, this study is carried out with the aim of identifying theoretical-methodological guidelines that positively impact on teaching digital skills. The theoretical research method that had three procedures was used. The main results made it possible to systematize the theoretical trends (systematization of established knowledge) to integrate a hypothetical-methodological construction on digital competences based on the following aspects: increased reflective practice, enriched learning environments, orientation to social commitment, link with the student's environment , generation and management of emerging pedagogical practices and management of digital pedagogical content, to finally establish the guidelines of an epistemological resignification that revealed the potentialities of self-regulated learning to stimulate digital teaching skills. It concludes with the identification of components of self-regulated learning that allow the establishment of future didactic and training proposals for the development of teaching digital competencies both in the initial training of this professional and in their continuous training, counting the importance of contextual andragogic curricular designs. This study will also make it possible to propose a praxeological route of educational intervention that has a favorable impact on the development of digital skills in and for virtual teaching-learning environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia digital docente]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[andragogía]]></kwd>
<kwd lng="en"><![CDATA[Teaching digital competence]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[andragogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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