La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través modelo tpack / Implementation of technologies in initial training of teachers: an intervention in the classroom through the tpack model

Trigueros, Isabel María Gómez

doi:10.15366/tp2016.28.010

Cited by 4 publications

(1 citation statement)

References 15 publications

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“…Regardless, research reflects the potential and practical use of TPACK for improving the formative process of prospective social studies teachers due to the application of proposals capable of being of use as the basis for the design of educational interventions (Cózar-Gutiérrez, Zagalaz, & Sáez-López, 2015;Gómez-Trigueros, 2015). Mishra and Koehler's (2006) TPACK model also provides an important analytical potential, examining teaching practices related to social studies (Curry & Cherner, 2016;Van Vaerenewyck, Shinas, & Steckel, 2017) or assessing impediments or difficulties specific to social studies education and the promotion of digital competence during formative interventions (Gómez-Trigueros, 2016). At the same time, the use of this framework has enabled the assessment of digital competence level among social studies trainee teachers (Colomer-Rubio, Sáiz-Serrano, & Bel-Martínez, 2018) and the establishment of a series of comparative studies related to the degree of effectivity of particular proposals.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Miguel-Revilla

Martínez-Ferreira

Agustí

2020

AJET

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Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Miguel-Revilla

Martínez-Ferreira

Agustí

2020

AJET

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Geographic Education and Spatial Citizenship: Collaborative Mapping for Learning the Local Environment in a Global Context

Sebastián López,

Kratochvíl,

De Miguel González

2023

Key Challenges in Geography

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Primary and secondary school teachers’ perceptions of their social science training needs

Sánchez-Ibáñez

Romera

Martínez

2021

Humanit Soc Sci Commun

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Competency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

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La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través modelo tpack / Implementation of technologies in initial training of teachers: an intervention in the classroom through the tpack model

Cited by 4 publications

References 15 publications

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Geographic Education and Spatial Citizenship: Collaborative Mapping for Learning the Local Environment in a Global Context

Primary and secondary school teachers’ perceptions of their social science training needs

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