TPACK en Educación Física: la percepción del alumnado frente al profesorado universitario

Abstract

In the university environment, the integration of new technologies requires the generation of new resources and innovative ways of teaching. The TPACK (Technological, Pedagogical Content Knowledge) model establishes the types of knowledge necessary for the effective integration of technology. The main objective of this study was to compare university teachers' self-perception of their TPACK with the students' perception of their teachers' TPACK during the teaching process. The Spanish version of the TPACK questionnaire for PE teachers was applied to the teaching staff and 16 of its items were selected for the students. A descriptive analysis of the data on both student perception and teacher self-perception was carried out and significant differences between the two were analysed. The results show that there are coincidences between both assessments except in pedagogical content knowledge (PK+PCK).