CREENCIAS DOCENTES EN LA INTEGRACIÓN CURRICULAR DE LAS TIC EN EDUCACIÓN RE-LIGIOSA EN PERÚ

This study is part of a doctoral research that seeks to relate teaching beliefs and socioemotional competencies of elementary school teachers. This is relevant given the absence of studies of this type in Peruvian contexts in religious education and the need for changes in the curricular systems produced by Covid-19. For this purpose, a comparative correlational study was carried out with the objective of identifying the types of existing beliefs and how sex, age and years of service have an impact on the configuration of the beliefs of religion teachers. A total of 303 teachers from Lima-Peru participated. The Teaching Beliefs Questionnaire (CCRED) was used to assess value, competence and pedagogical beliefs. The results indicate that value beliefs predominate among teachers, followed by pedagogical and competence beliefs. It was also found that age and years of service are predictor variables of the establishment of beliefs, as opposed to sex. It is considered that this work contributes to deepen in fundamental variables for ICT training and to improve educational practice in post-pandemic contexts.