Palabras clave

TIC, medios, competencia digital, educación secundaria, formación docente, metodología didáctica, cuestionario, historia

Resumen

El objetivo de este trabajo es analizar los vínculos entre las percepciones del profesorado en formación sobre el uso de los recursos digitales en el aula de Secundaria, y sus concepciones metodológicas y epistemológicas. Las teorías de Shulman siguen orientando en gran medida las investigaciones sobre el conocimiento del profesorado. Sin embargo, el impacto de las nuevas tecnologías ha impulsado nuevos enfoques, como el T-PACK, que incide en la competencia digital docente. Para abordar este objetivo se ha recogido información de un cuestionario implementado en 22 universidades, 13 españolas (344 participantes) y 9 inglesas (162 participantes). Los análisis de datos se realizaron en tres fases: a) exploración de la estructura de las valoraciones sobre la utilidad de los recursos digitales mediante análisis de clases latentes; b) estimación de los modelos factoriales confirmatorios para las variables procesos de evaluación, Historia como materia formativa, y competencias históricas; c) estimación de las diferencias entre clases. Los resultados mostraron cuatro perfiles de respuesta en función de la opinión sobre el uso de los recursos en el aula, y polarizadas en torno a dos ítems: cómics y videojuegos. También se ha podido comprobar importantes diferencias entre clases en cuestiones metodológicas (prácticas tradicionales e innovadoras); y diferencias menos importantes sobre percepciones epistemológicas y de desarrollo de competencias históricas en el aula.

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Ficha técnica

Recibido: 26-02-2019

Revisado: 04-04-2019

Aceptado: 10-05-2019

OnlineFirst: 15-07-2019

Fecha publicación: 01-10-2019

Tiempo de revisión del artículo : 36 (en días) | Media de tiempo de revisión de los manuscritos del número 61: 42 (en días)

Tiempo de aceptación del artículo: 72 (en días) | Media tiempo aceptación de los manuscritos del número 61: 78 (en días)

Tiempo de edición OnlineFirst: 171 (en días) | Media tiempo edición de los OnlineFirst del número 61: 177 (en días)

Tiempo de publicacicón final del artículo: 216 (en días) | Media tiempo de publicación final de los articulos del número 61: 222 (en días)

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Miralles-Martínez, P., Gómez-Carrasco, C., Arias-González, V., & Fontal-Merillas, O. (2019). Digital resources and didactic methodology in the initial training of History teachers. [Recursos digitales y metodología didáctica en la formación inicial de docentes de Historia]. Comunicar, 61, 45-56. https://doi.org/10.3916/C61-2019-04

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