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ICT, mass media, digital competence, secondary education, teacher education, didactic methodology, questionnaire, history
Alonso-Tapia, J., & Garrido, H. (2017). Evaluar para el aprendizaje. Evaluación de la comprensión de textos no escritos. Electronic Journal of Research in Educational Psychology, 15(1), 164-184. https://doi.org/10.14204/ejrep.41.16020
Barnes, N., Fives, H., & Dacey, C. (2017). U.S. teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116. https://doi.org/10.1016/j.tate.2017.02.017
Blömeke, S., Busse, A., Kaiser, G., König, J., & Sühl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46. https://doi.org/10.1016/j.tate.2016.02.003
Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Publications. https://bit.ly/2Qe7mzI
Claro, M., Salinas, A., Cabello-Hutt, T., San-Martín, E., Preiss, D.D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills. Computers & Education, 121, 162-174. https://doi.org/10.1016/j.compedu.2018.03.001
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. https://doi.org/10.1016/c2013-0-10517-x
Colomer, J.C., Sáiz, J., & Bel, J.C. (2018). Competencia digital en futuros docentes de Ciencias Sociales en Educacio?n Primaria: ana?lisis desde el modelo TPACK. Educatio Siglo XXI, 36(1), 107-128. https://doi.org/10.6018/j/324191
Cózar, R., & Sáez, J.M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: An experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(2), 1-11. https://doi.org/10.1186/s41239-016-0003-4
Darling-Hammond, L. (2006). Assessing teacher education. The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796
Delgado-Algarra, E.J. (2017). Comics as an educational resource in the teaching of social science: Socio-historical commitment and values in Tezuka’s manga. Culture & Education, 4, 848-862. https://doi.org/10.1080/11356405.2017.1370819
Engen, B.K., & Giæver, T.H., & Mifsud, L. (2015). Guidelines and regulations for teaching digital competence in schools and teacher education: A weak link? Nordic Journal of Digital Literacy, 10(2). https://bit.ly/2WcRDGl
Fives, H., & Buehl, M.M. (2014). Exploring differences in practicing teachers' valuing of pedagogical knowledge based on teaching ability beliefs. Journal of Teacher Education, 65(5), 435-448. https://doi.org/10.1177/0022487114541813
García-Martín, J., & García-Sánchez, J-N. (2017). Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67. https://doi.org/10.1016/j.compedu.2016.12.010
Gisbert, M., González, J., & Esteve, F. (2016). Competencia digital y competencia digital docente: Una panorámica sobre el estado de la cuestión. RIITE. Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 74-83. https://doi.org/10.6018/riite/2016/257631
Go?mez, C.J., & Miralles, P. (2016). Historical skills in compulsory education: Assessment, inquiry based strategies and students’ argumentation. Journal of New Approaches in Educational Research, 5(2), 130-136. https://doi.org/10.7821/naer.2016.7.172
González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341-354. https://doi.org/10.1016/j.tate.2018.02.003
González-Fernández, N., Gozálvez-Pérez, V., & Ramírez-García, A. (2015). La competencia mediática en el profesorado no universitario. Diagnóstico y propuestas formativas. Revista de Educación, 367, 117-146. https://doi.org/10.4438/1988-592X-RE-2015-367-284
Guerrero-Roldán, A.E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46. https://doi.org/10.1016/j.iheduc.2018.04.005
Hagenaars, J.A., & McCutcheon, A.L. (Eds.). (2002). Applied latent class analysis. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511499531
Hatlevik, I.K.R., & Hatlevik, O.E (2018). Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behavior. Computers in Human Behavior, 83, 56-63. https://doi.org/10.1016/j.chb.2018.01.022
Hatlevik, O.E., & Christophersen, K.A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247. https://doi.org/10.1016/j.compedu.2012.11.015
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Instefjord, E.J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
Kirschner, P.A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or Failure? London-New York: Routledge. https://doi.org/10.4324/9780203878842
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S.,…Baumert, J. (2012). Teachers´ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, XX(X), 1-17. https://doi.org/10.1177/0022487112460398
Ko?nig, J., Ligtvoet, R., Klemenz, S., & Rothlandb, M. (2017). Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes. Studies in Educational Evaluation, 53, 122-133. https://doi.org/10.1016/j.stueduc.2017.03.001
Koehler, J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.), The handbook of technological pedagogical content knowledge for educators (pp. 3-28). New York: Routledge. http://bit.ly/2MORJk9
Koh, J.H.L., & Divaharan, H. (2011). Developing pre-service teachers' technology integration expertise through the tpack-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. https://doi.org/10.2190/ec.44.1.c
Landers, R.M., & Amstrong, M.B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced training effectiveness model. Computers in Human Behavior, 71, 499-507. https://doi.org/10.1016/j.chb.2015.07.031
Lo, Y., Mendell, N.R., & Rubin, D.B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767-778. https://doi.org/10.1093/biomet/88.3.767
Lorenzo-Seva, U., & Ferrando, P.J. (2006). Factor: A computer program to fit the exploratory factor analysis model. Behavior research methods, 38(1), 88-91. https://doi.org/10.3758/BF03192753
Martínez-Hita, M., & Gómez, C.J. (2018). Nivel cognitivo y competencias de pensamiento histórico en los libros de texto de Historia de España e Inglaterra. Un estudio comparativo. Revista de Educación, 379, 145-169. https://doi.org/10.4438/1988-592X-RE-2017-379-364
Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teacher. Teaching and Teacher Education, 66, 158-170. https://doi.org/10.1016/j.tate.2017.04.010
Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers' emerging pedagogical content knowledge. Journal of Teacher Education, 62(3), 260-272. https://doi.org/10.1177/0022487110397842
Muthén, L.K., & Muthén, B. (2015). Mplus. The comprehensive modelling program for applied researchers: user’s guide. Los Angeles: Muthén & Muthén. https://bit.ly/2whpKPb
Oliveira, C., Lopez, J., & Spear-Swerling, L. (2019). Teachers’ academic training for literacy instruction. European Journal of Teacher Education, 43, 315-334. https://doi.org/10.1080/02619768.2019.1576627
Raftery, A.E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111-163. https://doi.org/10.2307/271063
Ramírez-García, A., & González-Fernández, N. (2016). Media competence of teachers and students of compulsory education in Spain. [Competencia mediática del profesorado y del alumnado de educación obligatoria en España]. Comunicar, 24(49), 49-58. https://doi.org/10.3916/C49-2016-05
Sapsford, R., & Jupp, V. (2006). Data collection and analysis. London: Sage. https://doi.org/10.4135/9781849208802
Saris, W.E., Satorra, A., & Van-der-Veld, W.M. (2009). Testing structural equation models or detection of misspecifications? Structural Equation Modeling, 16(4), 561-582. https://doi.org/10.1080/10705510903203433
Shulman, L. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Stufflebeam, D.L., & Shinkfield, A.J. (2007). Evaluation theory, models, and applications. San Francisco: Jossey-Bass. http://bit.ly/2XQQ0fq
Timmerman, M.E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological methods, 16(2), 209-220. https://doi.org/10.1037/a0023353
Van-Drie, J., & Van-Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing student’s reasoning about the past. Educational Psychology Review, 20, 87-110. https://doi.org/10.1007/s10648-007-9056-1
VanSledright, B.A., & Reddy, K. (2014). Changing Epistemic Beliefs? An exploratory study of cognition among prospective history teacher. Tempo e Argumento, 6(11), 28-68. https://doi.org/10.5965/2175180306112014028
Özdener, N. (2018). Gamification for enhancing Web 2.0 based educational activities: The case of pre-service grade school teachers using educational Wiki pages. Telematics and Informatics, 35, 564-578. https://doi.org/10.1016 /j.tele.2017.04.003