Formación Continua Y Competencia Digital Docente: El Caso De La Comunidad De Madrid (Policies for Continuous Training and the Digital Teaching Competence: The Case of Madrid)

Spanish Abstract: En los ultimos anos, asistimos a la implementacion de politicas de formacion continua del profesorado vinculadas a las tecnologias de la informacion y la comunicacion (tic). Entre los estudiosos del tema existe una preocupacion en que los docentes desarrollen su competencia digital como medio para la mejora de su practica profesional, asi como para generar experiencias didacticas orientadas a impulsar las competencias basicas del alumnado. En este articulo se contextualizan las politicas de formacion continua del profesorado en tic, desde un enfoque descriptivo y analitico, realizando una aproximacion a la influencia y traduccion de las politicas europeas a las espanolas. Tras ello, se toma el caso de la Comunidad de Madrid, Espana, para analizar las implicaciones reales de las politicas de formacion continua del profesorado en tic, cuyos resultados permiten concluir que es preciso un mejor ajuste entre politicas y programas de formacion continua, como asi tambien potenciar una formacion basada en el uso innovador y real de las tic en la docencia.English Abstract: In recent years, we witnessed the implementation of policies of continuous education of teachers linked to information and communication technologies. Among the studious of the subject there is a concern that teachers develop their digital competences as a mean for the improvement of their professional practice, as well as to generate learning experiences designed to promote the core competencies of the students. This article contextualizes the policies of continuous education of teachers in ICT, from a descriptive and analytical approach, making an approximation of the influence and translation from European to Spanish policies. After this, it is taken as a case the Community of Madrid, Spain, to analyze the actual implications of the policies of continuous education of teachers in ICT, whose results allow the conclusion that it must be a better adjustment between policies and continuous education programs, as well as enhance a training based on the innovative use and actual use of ICT in teaching.