Conocimientos tecnológicos, pedagógicos y disciplinares de los futuros docentes según el modelo TPACK

  1. Julio Cabero Almenara 1
  2. Rosabel Roig-Vila 2
  3. Santiago Mengual-Andrés 3
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

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Journal:
Digital Education Review

ISSN: 2013-9144

Year of publication: 2017

Issue: 32

Pages: 73-84

Type: Article

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More publications in: Digital Education Review

Abstract

The teacher’s role becomes fundamental when it comes to technology integration into the classroom. This research aims at assessing the knowledge based on the TPACK (Technological, Pedagogical, and Content Knowledge) model perceived about themselves by some future teachers who are currently taking a master’s course meant to train them for professional practice. A quantitative, descriptive, and correlational methodology was followed in the study, involving a total of 694 students from 6 Spanish universities who answered a previously validated questionnaire. The results obtained show a highly positive self-assessment of technological, pedagogical, and content knowledge when each knowledge type is considered separately which becomes worse when knowledge types must be dealt with jointly. Variables such as gender additionally influence that self-assessment. The conclusion drawn highlights the need for a kind of teacher training based not only on technological aspects but also on pedagogical and content aspects within an integral approach.

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