Palabras clave

Tecnología, pedagogía, disciplina, formación, profesorado, TIC, conocimiento, instrucción

Resumen

La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.

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Crossmark

Ficha técnica

Recibido: 03-09-2014

Revisado: 15-10-2014

Aceptado: 17-01-2015

Preprint: 15-04-2015

Fecha publicación: 01-07-2015

Tiempo de revisión del artículo : 42 días | Media tiempo revisión número 45: 46 días

Tiempo de aceptación del artículo: 136 días | Media tiempo aceptación número 45: 127 días

Tiempo de edición del preprint: 256 días | Media tiempo edición número preprint 45: 247 días

Tiempo de edición del artículo: 301 días | Media tiempo edición número 45: 292 días

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Roig-Vila, R., Mengual-Andrés, S., & Quinto-Medrano, P. (2015). Primary teachers’ technological, pedagogical and content knowledge. [Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria]. Comunicar, 45, 151-159. https://doi.org/10.3916/C45-2015-16

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