Pedro Miralles-Martínez, University of Murcia (西班牙)
Cosme-J. Gómez-Carrasco, University of Murcia (西班牙)
关键词
信息技术、媒体、数字化技术、中学教育、教师培训、教学法方法、问卷、历史
摘要
本文分析了参培教师对中学课堂中使用数字化资源的看法与其方法论和认识论概念之间的联系。舒尔曼的理论在很大程度上继续指导着当前有关教师知识的研究。但是,新技术带来的影响推动了如T-PACK之类的新方法,这种方法将重点放在了数字化教学能力上。为了实现这一目的,我们在22所大学,其中包括13所西班牙大学(344名参与者)和9所英国大学(162名参与者)中实施调查问卷收集了信息。数据分析分三个阶段进行:a)通过分析潜在类别,探寻有关数字化资源有用性的评估结构; b)估计为过程变量评估的确认性因素模型,作为培训科目的历史学科和历史能力; c)估计类间差异。结果显示关于教室中数字化资源使用看法的四种类型回答,可以集中分为两种:漫画和视频游戏。在方法论问题(传统和创新实践)方面,我们也发现了关于认识论看法上的重要类别间差异,和关于课堂历史学科能力发展的观点方面的次要差异。
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技术信息
收到: 26-02-2019
修订: 04-04-2019
公认: 10-05-2019
OnlineFirst: 15-07-2019
发布日期: 01-10-2019
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被引用
引述 Web of Science
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替代指标
如何引用
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