2019
DOI: 10.3916/c61-2019-04
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Abstract: This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman’s theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers’ digital competence. In order to address this goal, information has been col… Show more

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Cited by 37 publications
(23 citation statements)
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“…If we focus on the perceptions of future teachers towards the use of active and innovative methodologies in the classroom, we observe diverse and contradictory results when analyzed taking into account the gender variable. Students value new teaching methods very positively [43][44][45]. This is demonstrated, for example, by the works of Barba et al [46] or Pegalajar and Colmenero [47] that have focused on investigating the impact of cooperative learning, those of Angelini and García-Carbonell [48] or Blasco-Serrano et al (2018) [49] who have investigated simulation, gamification and flipped-classroom strategies; or that of Cózar et al [50], who have investigated the assessment that future teachers make about the use of virtual reality in the teaching of history.…”
Section: Gamification Flipped-classroom and Motivationmentioning
confidence: 99%
“…If we focus on the perceptions of future teachers towards the use of active and innovative methodologies in the classroom, we observe diverse and contradictory results when analyzed taking into account the gender variable. Students value new teaching methods very positively [43][44][45]. This is demonstrated, for example, by the works of Barba et al [46] or Pegalajar and Colmenero [47] that have focused on investigating the impact of cooperative learning, those of Angelini and García-Carbonell [48] or Blasco-Serrano et al (2018) [49] who have investigated simulation, gamification and flipped-classroom strategies; or that of Cózar et al [50], who have investigated the assessment that future teachers make about the use of virtual reality in the teaching of history.…”
Section: Gamification Flipped-classroom and Motivationmentioning
confidence: 99%
“…From training in university contexts, one must begin to understand that international studies and reports are proposing that these key trends be adopted in the short term, leading to a change in practices in educational contexts [50][51][52][53][54][55]. University education and initial teacher training must adapt to these challenges and the demands of today's society, taking into account the emerging trends that professionals will encounter in their immediate future [56,57].…”
mentioning
confidence: 99%
“…Most students are used to working with books, photocopies or notes, and any new learning format which differs from these materials is perceived as appealing, useful, and interesting to them. As such, they would like the teacher to teach them ways to discover new content on their own and to use alternative methods based on the use of touch screens, online resources, interactive surveys or experimentation with virtual resources to make such processes more dynamic [39,40].…”
Section: Discussionmentioning
confidence: 99%