Recursos digitales y metodología didáctica en la formación inicial de docentes de Historia

  1. Pedro Miralles-Martínez 1
  2. Cosme J. Gómez-Carrasco 1
  3. Víctor B. Arias 2
  4. Olaia Fontal-Merillas 3
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  3. 3 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Erakutsi afiliazioak +
Aldizkaria:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Argitalpen urtea: 2019

Zenbakien izenburua: Competencia digital docente. Perspectivas y prospectivas para una nueva escuela

Zenbakia: 61

Orrialdeak: 45-56

Mota: Artikulua

DOI: 10.3916/C61-2019-04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Comunicar: Revista Científica de Comunicación y Educación

Garapen Iraunkorreko Helburuak

Laburpena

This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman’s theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers’ digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

Este trabajo es resultado de los proyectos de investigación EDU2015-65716-C2-1-R, financiado por el Ministerio de Economía y Competitividad de España; PGC2018-094491-B-C33 subvencionado por el Ministerio de Ciencia de España, y 20638/JLI/18, financiado por la Fundación Séneca de la Región de Murcia

Finantzatzaile

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