TPACK en Educación Física: la percepción del alumnado frente al profesorado universitario
DOI:
https://doi.org/10.30827/profesorado.v28i1.29669Palabras clave:
competencia digital docente, educación superior, formación de docentes, tpackResumen
En el ámbito universitario, la integración de las nuevas tecnologías exige generar nuevos recursos y formas de enseñar innovadoras. El modelo TPACK (Tecnological, Pedagogical Content Knowledge) establece los tipos de conocimientos necesarios para la integración efectiva de la tecnología. El objetivo principal de este estudio ha sido contrastar la autopercepción de los docentes universitarios de asignaturas de EF sobre su TPACK con la percepción que tienen los alumnos del TPACK de sus profesores durante el desarrollo de la docencia. Se aplicó la versión española del cuestionario TPACK para docentes de Educación Física en el profesorado y se seleccionaron 16 de sus ítems para el alumnado. Se realizó un análisis descriptivo de los datos tanto de la percepción del alumnado como de la autopercepción del profesorado y se analizaron las diferencias significativas entre ambos. Los resultados muestran que existen coincidencias entre ambas valoraciones excepto en el conocimiento pedagógico del contenido (PK+PCK).
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