RT info:eu-repo/semantics/article
T1 Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model
A1 Miguel Revilla, Diego
A1 Martínez Ferreira, José María
A1 Sánchez Agusti, María
K1 Educational Technology
K1 Tecnología educativa
K1 Docentes - Formación
K1 Teaching and Teacher Education
K1 Internet en educación
K1 Ciencias Sociales - Estudio y Enseñanza
K1 Tecnología de la información
K1 5312.04 Educación
AB 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.
PB Australasian Society for Computers in Learning in Tertiary Education
SN 1449-3098
YR 2020
FD 2020
LK https://uvadoc.uva.es/handle/10324/54543
UL https://uvadoc.uva.es/handle/10324/54543
LA eng
NO Australasian Journal of Educational Technology, 2020, Vol. 36,  Nº. 2, 12 pp.
NO Producción Científica
DS UVaDOC
RD 24-nov-2024