Training of the techno-creative teaching competence in students of the Language and Literature Pedagogy course

Abstract

The integration of knowledge required by teachers to assume an active role in today's society, are considered competencies for the 21st century. In this regard, this article aims to analyze the arguments that support the training of teaching technocreative competence in students of Pedagogy of Language and Literature. To achieve this purpose, an exploratory - descriptive documentary investigation was carried out, using the methods of analysis and synthesis, induction and deduction, as well as the documentary review to deepen the subject in question and describe the content object of study and Your contextualization. In this way, a theoretical - methodological reflection on the formation of teaching technocreative competence is achieved as a current and contemporary transverse conception that is integrated pedagogical training. Concluding that this competence is a professional quality that integrates knowledge of different nature that allows the student teamwork for digital cooker, as well as innovating and learning to learn to teach beyond the knowledge society and information.