2020-07-01
Percepciones de autoeficacia y conocimientos TPACK en profesores en formación
Perceptions of Self-Efficiency and TPACK Knowledge in Preservice Teachers
Resumen (es)
Este artículo presenta los resultados de un estudio que evalua las percepciones de autoeficacia para integrar las Tecnologías de Información y Comunicación (tic) en el aula y los conocimientos tecnológicos, pedagógicos y de contenido (tpack) en profesores en formación. Así mismo, pretende identificar asociaciones entre estas percepciones, con la edad y los efectos del género en su valoración. Se realizaron análisis de correlación y de comparación de medias, a un total de 274 estudiantes de último año de quince programas de Licenciatura de la Universidad Pedagógica Nacional de Colombia. Los resultados indican asociaciones significativas entre las percepciones de autoeficacia y los conocimientos tpack y correlaciones negativas entre los grupos etarios y los conocimientos pedagógicos y tecnológicos del contenido. No se encontraron diferencias significativas con respecto al género.
Palabras clave (es):
autoeficacia, TPACK,, formación de profesores,, tecnología educativa
Resumen (en)
This article presents the results of a study that evaluates the perceptions of self-efficacy to integrate Information and Communication Technologies (ict) in the classroom and Technological Pedagogical Content Knowledge (tpack) in teachers in training, as well as associations between these perceptions with age and gender. In total, 274 senior students from fifteen Bachelor of Education programs at the National Pedagogical University of Colombia participated in the study. Correlation analysis and mean comparison tests were applied. The results showed significant associations between perceptions of self-efficacy and tpack and negative correlations between age and pedagogical and technological knowledge of the content. We did not find significant differences between men and women regarding their self-efficacy and tpack.
Palabras clave (en):
self-efficacy, TPACK, teacher education, educational technology
Referencias
Referencias
Anderson, S. E., Anderson, S. E. y Maninger, R. M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology. Journal of Educational Computing Research, 37(2), 151–172.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: Freeman.
Banerjee, M., Xu, Z., Jiang, L. y Waxman, H. (2017). A systematic review of factors influencing technology use by pre-service and novice teachers. Proceedings of Society for Information Technology y Teacher Education International Conference (pp. 89-94). Austin, TX: Association for the Advancement of Computing in Education (AACE).
Baydas, O. y Goktas, Y. (2017). A model for preservice teachers’ intentions to use ICT in future lessons. Interactive Learning Environments, 930-945. https://doi.org/10.1080/10494820.2016.1232277
Buss, R., Foulger, T., Wetzel, Keithy Lindsey, L. (2018). Preparing Teachers to Integrate Technology into K–12 Instruction II: Examining the Effects of Technology-Infused Methods Courses and Student Teaching. Journal of Digital Learning in Teacher Education, 134-150. doi:10.1080/21532974.2018.1437852
Cabero, J. (2014). La formación del profesorado en TIC: modelo TPACK (Conocimiento Tecnológico, Pedagógico y de Contenido). Sevilla: Publidisa.
Cabero, J.y Barroso, J. (2016). ICT teacher training: a view of the TPACK model. Cultura y Educación, 633-663. https://doi.org/10.1080/11356405.2016.1203526
Cetin-Berber, D. y Erdem, A. R. (2015). An investigation of Turkish pre¬service teachers’ Technological, Pedagogical and Content Knowledge. Computers, 234-250. https://doi.org/10.3390/computers4030234
Chai, C., Koh, J., Tsai, C.¬C. y Tan, L. (2011). Modeling primary school pre¬service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology ict). Computers y Education, 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
Cook, D. A., Aljamal, Y., Pankratz, V. S., Sedlack, R. E., Farley, D. R. y Brydges, R. (2019). Supporting self-regulation in simulation-based education: a randomized experiment of practice schedules and goals. Advances in Health Sciences Education, 24(2), 199–213. https://doi.org/10.1007/s10459-018-9860-z
Covarrubias, C., y Mendoza Lira, M. (2015). Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia. Estudios pedagógicos, 41(1), 63-78.
Deci, E. L. y Ryan, R. M. (2015). Self-Determination Theory. In American Psychologist (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edi, Vol. 11). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4
Dickinson, J. (2019). Bridging the Digital Divide. Londres: OU. Recuperado 04 15, 2019, de http://www.open.ac.uk/business/bridging-the-digital-divide
Ertmer, P. y Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research Technology in Education, 255-284.
Fisser, P., Voogt, J., van Braak, J., Tondeur y Jo. (2015). Measuring and Assessing TPACK. In J. M. Spector, Measuring and Assessing TPACK (pp. 490-493). Thousand Oaks: SAGE. https://doi.org/10.4135/9781483346397.n205
Fullan. (2011, November). Whole system reform for innovative teaching and learning. Retrieved from Michael Fullan: https://bit.ly/2lNt4PQ
García-Valcárcel, A. y Martín del Pozo, M. (2016). Análisis de las competencias digitales de los graduados en titulaciones de maestro. Revista Latinoamerica de Tecnología Educativa, 155-168. https://doi.org/10.17398/1695-288X.15.2.155
Giaconi, V., Perdomo-Díaz, J., Cerda, G., y Saadati, F. (2018). Prácticas docentes, autoeficacia y valor en relación con la resolución de problemas de matemáticas: diseño y validación de un cuestionario. Enseñanza de las ciencias, 36(3), 99-120.
Gonzales Miñan, M. (2018). Construcción de la Escala de Autoeficacia Docente Colectiva del profesorado universitario. Espacios, 30-41.
González Sanmamed, M., Estévez, I., Souto Seijo, A. y Muñoz Carril, P. C. (2019). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario, Revista Científica de Educomunicación, 28(62), 9–18.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
Gros, B. (2016). The Dialogue Between Emerging Pedagogies and Emerging Technologies. In G. e. Begoña, The Future of Ubiquitous Learning (pp. 3-23). Berlín: Springer. doi:10.1007/978-3-662-47724-3_1
Hernández Sampieri, Roberto; Fernández Collado, Carlos; Baptista Lucio, Pilar (2014). Metodología de la investigación (sexta ed.) McGrawHill: México D.F.
Instefjord, E. J. y Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
Jang, S.-J. y Tsai, M.-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 566-580. https://doi.org/10.14742/ajet.282
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers and Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022
Joo, Y. J., Park, S.y Lim, E. (2018). Factors Inf luencing Preservice Teachers’ Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model . Educational Technology y Society, 48-59.
Karatas, I., Tunc, M., Yilmaz, N.y Karaci, G. (2017). An investigacion of technological pedagogical content knowledge, self-confidence, and perceptions of pre-service middle school mathematics teachers towards instructional technologies. Educational Technology & Society, 122-132.
Kavanoz, S., Yuksel, H. y Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on WEB. Computers y Education, 85, 94-101. https://doi.org/10.1016/j.compedu.2015.02.005
Koehler, M. J.y Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Leal-Urueña, L. A. y Rojas-Mesa, J. E. (2018). Ecología para la formación inicial de profesores a partir de los affordances de las TIC. Tecné Episteme y Didaxis: TED, 44, 15–31. https://doi.org/10.17227/ted.num44-8986
Li, Q. (2012). Understanding enactivism: a study of affordances and constraints of engaging practicing teachers as digital game designers. Educational Technology Research and Development, 785-806.
Ling, J.y Chai, C. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers y Education, 102, 244-257. https://doi.org/10.1016/j.compedu.2016.09.003
López, X., Valenzuela, J., Nussbaum, M.y Chin-Chung, T. (2015). Some recommendations for the reporting of quantitative studies. Computers y Education, 106-110. ttps://doi.org/10.1016/j.compedu.2015.09.010
López-Vargas, O., Duarte-Suárez, L. y Ibañez-Ibañez, J. (2017). Teacher's computer self-eficacy and its relationship with cognitive style and TPACK. Improving Schools, 1-14.
Mai, M. y Hamzah, M. (2016). Primary science teachers’ perceptions of Technological Pedagogical and Content Knowl. European Journal of Social Sciences Education and Research, 167¬179.
Ministerio de las TIC. (2018). Encuesta de acceso, uso y apropiación de las TIC por parte de las mujeres en Colombia. Bogotá: MinTIC. Retrieved from https://bit.ly/2Ne2JUJ
Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 1017-1054.
Niess, M. L. (2017). Transforming Teachers’ Knowledge for teaching with technologies: an online learning trajectory instructional approach. In M. Herring, M. J. Koehlery P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp. 131-142). New York: Routledge.
Ortiz, J. y Rojas-Mesa, J. (2018). Ciencias sociales y tecnologías en educación: Una perspectiva crítica. En A. Rico, Educación e investigación: comprensiones desde la epistemología y el saber (pp. 57-79). Bogotá D. C.: Ediciones USTA.
Ottenbreit-Leftwich, A., Glazewski, K., Newby, T. y Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers y Education, 1321-1335.
Peled, Y., Blau, I. y Grinberg, R. (2015). Does 1:1 computing in a junior high-school change the pedagogical perspectives of teachers and their educational discourse? Interdisciplinary Journal of e-Skills and Lifelong Learning - IJELL, 257–271.
Roche, S. (2017). Sum ergo disco: The ubiquity of learning (in non-formal and informal settings). International Review of Education, 297-301. https://doi.org/10.1007/s11159-017-9648-z
Roig, R.y Flores, C. (2014). Conocimiento tecnológico, pedagógico, disciplinario del profesorado: el caso de un centro edu ativo inteligente. Edutec, 1-17.
Rojas-Mesa, J. E. y Leal-Urueña, L. A. (2019). Estrategias de gami fi cación para construir una cultura de investigación en contextos universitarios. Innovación Educativa, 19(80), 57-76.
Ryan, R. M. y Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557–1585. https://doi.org/10.1111/j.1467-6494.2006.00420.x
Sanabria, L., Vargas, O. y Leal Ureña, L. (2014). Metacognitive and Investigative Skill Development in Pre-service Teachers through the Use of Digital Technologies-Contributions to Teaching Excellence. Revista Colombiana de Educación, 147-170.
Sang, G., Valcke, M., van Braak, J., Tondeur, J., Zhu, C. y Yu, K. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China’s primary schools. Asia-Pacific Journal of Teacher Education, 363-378. https://doi.org/10.1080/1359866X.2012.724655
Scherer, R., Siddiq, F., & Tondeur, J. (2019). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. https://doi.org/10.1016/j.compedu.2019.103656
Scherer, R., Tondeur, J.y Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers y Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012
Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M.y Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J.y Campbell, C. (2015). Teacher education students using TPACK in science: case of studio. Educational Media International, 227-238. https://doi.org/10.1080/09523987.2015.1075104
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
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Anderson, S. E., Anderson, S. E. y Maninger, R. M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology. Journal of Educational Computing Research, 37(2), 151–172.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: Freeman.
Banerjee, M., Xu, Z., Jiang, L. y Waxman, H. (2017). A systematic review of factors influencing technology use by pre-service and novice teachers. Proceedings of Society for Information Technology y Teacher Education International Conference (pp. 89-94). Austin, TX: Association for the Advancement of Computing in Education (AACE).
Baydas, O. y Goktas, Y. (2017). A model for preservice teachers’ intentions to use ICT in future lessons. Interactive Learning Environments, 930-945. https://doi.org/10.1080/10494820.2016.1232277
Buss, R., Foulger, T., Wetzel, Keithy Lindsey, L. (2018). Preparing Teachers to Integrate Technology into K–12 Instruction II: Examining the Effects of Technology-Infused Methods Courses and Student Teaching. Journal of Digital Learning in Teacher Education, 134-150. doi:10.1080/21532974.2018.1437852
Cabero, J. (2014). La formación del profesorado en TIC: modelo TPACK (Conocimiento Tecnológico, Pedagógico y de Contenido). Sevilla: Publidisa.
Cabero, J.y Barroso, J. (2016). ICT teacher training: a view of the TPACK model. Cultura y Educación, 633-663. https://doi.org/10.1080/11356405.2016.1203526
Cetin-Berber, D. y Erdem, A. R. (2015). An investigation of Turkish pre¬service teachers’ Technological, Pedagogical and Content Knowledge. Computers, 234-250. https://doi.org/10.3390/computers4030234
Chai, C., Koh, J., Tsai, C.¬C. y Tan, L. (2011). Modeling primary school pre¬service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology ict). Computers y Education, 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
Cook, D. A., Aljamal, Y., Pankratz, V. S., Sedlack, R. E., Farley, D. R. y Brydges, R. (2019). Supporting self-regulation in simulation-based education: a randomized experiment of practice schedules and goals. Advances in Health Sciences Education, 24(2), 199–213. https://doi.org/10.1007/s10459-018-9860-z
Covarrubias, C., y Mendoza Lira, M. (2015). Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia. Estudios pedagógicos, 41(1), 63-78.
Deci, E. L. y Ryan, R. M. (2015). Self-Determination Theory. In American Psychologist (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edi, Vol. 11). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4
Dickinson, J. (2019). Bridging the Digital Divide. Londres: OU. Recuperado 04 15, 2019, de http://www.open.ac.uk/business/bridging-the-digital-divide
Ertmer, P. y Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research Technology in Education, 255-284.
Fisser, P., Voogt, J., van Braak, J., Tondeur y Jo. (2015). Measuring and Assessing TPACK. In J. M. Spector, Measuring and Assessing TPACK (pp. 490-493). Thousand Oaks: SAGE. https://doi.org/10.4135/9781483346397.n205
Fullan. (2011, November). Whole system reform for innovative teaching and learning. Retrieved from Michael Fullan: https://bit.ly/2lNt4PQ
García-Valcárcel, A. y Martín del Pozo, M. (2016). Análisis de las competencias digitales de los graduados en titulaciones de maestro. Revista Latinoamerica de Tecnología Educativa, 155-168. https://doi.org/10.17398/1695-288X.15.2.155
Giaconi, V., Perdomo-Díaz, J., Cerda, G., y Saadati, F. (2018). Prácticas docentes, autoeficacia y valor en relación con la resolución de problemas de matemáticas: diseño y validación de un cuestionario. Enseñanza de las ciencias, 36(3), 99-120.
Gonzales Miñan, M. (2018). Construcción de la Escala de Autoeficacia Docente Colectiva del profesorado universitario. Espacios, 30-41.
González Sanmamed, M., Estévez, I., Souto Seijo, A. y Muñoz Carril, P. C. (2019). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario, Revista Científica de Educomunicación, 28(62), 9–18.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
Gros, B. (2016). The Dialogue Between Emerging Pedagogies and Emerging Technologies. In G. e. Begoña, The Future of Ubiquitous Learning (pp. 3-23). Berlín: Springer. doi:10.1007/978-3-662-47724-3_1
Hernández Sampieri, Roberto; Fernández Collado, Carlos; Baptista Lucio, Pilar (2014). Metodología de la investigación (sexta ed.) McGrawHill: México D.F.
Instefjord, E. J. y Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
Jang, S.-J. y Tsai, M.-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 566-580. https://doi.org/10.14742/ajet.282
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers and Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022
Joo, Y. J., Park, S.y Lim, E. (2018). Factors Inf luencing Preservice Teachers’ Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model . Educational Technology y Society, 48-59.
Karatas, I., Tunc, M., Yilmaz, N.y Karaci, G. (2017). An investigacion of technological pedagogical content knowledge, self-confidence, and perceptions of pre-service middle school mathematics teachers towards instructional technologies. Educational Technology & Society, 122-132.
Kavanoz, S., Yuksel, H. y Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on WEB. Computers y Education, 85, 94-101. https://doi.org/10.1016/j.compedu.2015.02.005
Koehler, M. J.y Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Leal-Urueña, L. A. y Rojas-Mesa, J. E. (2018). Ecología para la formación inicial de profesores a partir de los affordances de las TIC. Tecné Episteme y Didaxis: TED, 44, 15–31. https://doi.org/10.17227/ted.num44-8986
Li, Q. (2012). Understanding enactivism: a study of affordances and constraints of engaging practicing teachers as digital game designers. Educational Technology Research and Development, 785-806.
Ling, J.y Chai, C. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers y Education, 102, 244-257. https://doi.org/10.1016/j.compedu.2016.09.003
López, X., Valenzuela, J., Nussbaum, M.y Chin-Chung, T. (2015). Some recommendations for the reporting of quantitative studies. Computers y Education, 106-110. ttps://doi.org/10.1016/j.compedu.2015.09.010
López-Vargas, O., Duarte-Suárez, L. y Ibañez-Ibañez, J. (2017). Teacher's computer self-eficacy and its relationship with cognitive style and TPACK. Improving Schools, 1-14.
Mai, M. y Hamzah, M. (2016). Primary science teachers’ perceptions of Technological Pedagogical and Content Knowl. European Journal of Social Sciences Education and Research, 167¬179.
Ministerio de las TIC. (2018). Encuesta de acceso, uso y apropiación de las TIC por parte de las mujeres en Colombia. Bogotá: MinTIC. Retrieved from https://bit.ly/2Ne2JUJ
Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 1017-1054.
Niess, M. L. (2017). Transforming Teachers’ Knowledge for teaching with technologies: an online learning trajectory instructional approach. In M. Herring, M. J. Koehlery P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp. 131-142). New York: Routledge.
Ortiz, J. y Rojas-Mesa, J. (2018). Ciencias sociales y tecnologías en educación: Una perspectiva crítica. En A. Rico, Educación e investigación: comprensiones desde la epistemología y el saber (pp. 57-79). Bogotá D. C.: Ediciones USTA.
Ottenbreit-Leftwich, A., Glazewski, K., Newby, T. y Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers y Education, 1321-1335.
Peled, Y., Blau, I. y Grinberg, R. (2015). Does 1:1 computing in a junior high-school change the pedagogical perspectives of teachers and their educational discourse? Interdisciplinary Journal of e-Skills and Lifelong Learning - IJELL, 257–271.
Roche, S. (2017). Sum ergo disco: The ubiquity of learning (in non-formal and informal settings). International Review of Education, 297-301. https://doi.org/10.1007/s11159-017-9648-z
Roig, R.y Flores, C. (2014). Conocimiento tecnológico, pedagógico, disciplinario del profesorado: el caso de un centro edu ativo inteligente. Edutec, 1-17.
Rojas-Mesa, J. E. y Leal-Urueña, L. A. (2019). Estrategias de gami fi cación para construir una cultura de investigación en contextos universitarios. Innovación Educativa, 19(80), 57-76.
Ryan, R. M. y Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557–1585. https://doi.org/10.1111/j.1467-6494.2006.00420.x
Sanabria, L., Vargas, O. y Leal Ureña, L. (2014). Metacognitive and Investigative Skill Development in Pre-service Teachers through the Use of Digital Technologies-Contributions to Teaching Excellence. Revista Colombiana de Educación, 147-170.
Sang, G., Valcke, M., van Braak, J., Tondeur, J., Zhu, C. y Yu, K. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China’s primary schools. Asia-Pacific Journal of Teacher Education, 363-378. https://doi.org/10.1080/1359866X.2012.724655
Scherer, R., Siddiq, F., & Tondeur, J. (2019). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. https://doi.org/10.1016/j.compedu.2019.103656
Scherer, R., Tondeur, J.y Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers y Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012
Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M.y Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J.y Campbell, C. (2015). Teacher education students using TPACK in science: case of studio. Educational Media International, 227-238. https://doi.org/10.1080/09523987.2015.1075104
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
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Cómo citar
Leal Urueña, L. A. ., & Rojas Mesa, J. E. . (2020). Percepciones de autoeficacia y conocimientos TPACK en profesores en formación. Diversitas, 16(2), 283-296. https://doi.org/10.15332/22563067.6295
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