Evaluación de la validez y fiabilidad del cuestionario de conocimiento tecnológico pedagógico del contenido (TPACK) para docentes de primaria
DOI:
https://doi.org/10.35622/j.rie.2023.05.003Palabras clave:
conocimiento, profesor, enseñanza primaria, TPACKResumen
El modelo de conocimiento tecnológico, pedagógico y disciplinar (TPACK), es utilizado principalmente para medir la integración de las nuevas tecnologías en educación. El objetivo de este estudio fue analizar las propiedades psicométricas de una versión del cuestionario TPACK para docentes de primaria. La metodología es instrumental, la muestra estuvo compuesta 165 docentes de educación primaria. El instrumento empleado fue el cuestionario tipo escala compuesto por 40 ítems. Se realizó un análisis factorial exploratorio, consistencia interna, correlaciones bi variadas y descriptivos. Los resultados mostraron que el modelo de cinco factores presento el mejor ajuste. Se presentaron correlaciones positivas y estadísticamente significativas en todas las dimensiones, destacando el conocimiento tecnológico y su aplicación en el conocimiento tecnológico pedagógico, conocimiento del contenido tecnológico y conocimiento tecnológico pedagógico del contenido. Se observó un alto índice de confiabilidad (,973). Los resultados revelaron que el cuestionario TPACK de primaria es un instrumento fiable y válido.
Referencias
Albiom, Peter R.; Jamieson-Proctor, Richard; Finger, Geroge (2010). Auditing the TPACK confidence of Australian preservice Teachers: The TPACK Confidence Survey (TCS). En C.D. Maddux, D., Ginson y B. Dodge (Eds.) Research highlights in technology and teacher education 2010. Chesapeak: Society for Information Technology and Teacher Education (SITE), pp. 13-21. https://bit.ly/33zM0rJ
Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). www.citejournal.org/vol9/iss1/general/article2.cfm.
Archambault, L. M.; Barnett. J. h. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPCK framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009
Ay, Y., Karadağ, E., & Acat, M. B. (2015). The technological pedagogical content knowledge-practical (TPACK-practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers in Education, 88, 97–108. https://doi.org/10.1016/j.compedu.2015.04.017
Bandalos, D. L., Finney, S. J., Hancock, G. R., & Mueller, R. O. (2010). The reviewer's guide to quantitative methods in the social sciences.
Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-SeS) for Pre-Service Science Teachers: Construction, Validation, and Reliability. Eurasian Journal of Educational Research, 52, 37-60. https://eric.ed.gov/?id=EJ1060363
Bingimlas, K. (2018). Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3). https://is.gd/BbbCqk
Cabero, J., & Barroso, J. (2016). ICT teacher training: a view of the TPACK model/Formación del profesorado en TIC: una visión del modelo TPACK. Cultura y educación, 28(3), 633-663. https://doi.org/10.1080/11356405.2016.1203526
Cabero Almenara, J., Marín Díaz, V., & Castaño Garrido, C. (2015). Validación de la aplicación del modelo TPACK para la formación del profesorado en TIC.@ tic. Revista d'innovació educativa, 14, 13-22. http://dx.doi.org/10.7203/attic.14.4001
Chen, H. Y., & Jang, S. J. (2013). Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers. Turkish online journal of educational Technology-TOJET, 12(2), 131-141. https://eric.ed.gov/?id=EJ1015403
DeVellis, D. R. F. (2003). Scale development: theory and applications. Sage Publications: USA
Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological bulletin, 103(2), 265.
Henson, R.K. (2001). Understanding internal consistency reliability estimates: A conceptual primers on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34(3), 177188.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2010). Metodología de la investigación. Editorial McGRAW-HILL
Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 26(3), 175-189. https://doi.org/10.1111/j.1365-2729.2010.00348.x
Jang, S.J., & Tsai, M.F. (2012). Exploring the TPACK of Taiwanese Elementary Mathematics and Science Teachers with Respect to Use of Interactive Whiteboards. Computers & Education, 597, 327-338. http://dx.doi.org/10.1016/j.compedu.2012.02.003
Jang, Syh-Jong; Tsai, Meng-Fang (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), pp. 566-580. https://doi.org/10.14742/ajet.282
Jimoyiannis, A. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. In Proceedings of Informing Science & IT Education Conference (InSITE) (Vol. 597, p. 607). FL: InSITE. https://bit.ly/3b7x6ZI
Kaya, Zehra; Emre, Irfan; Kaya, Osman (2013). Adaptation of Technological Pedagogical Content Knowledge Scale to Turkish. Theory & Practice, volumen 13(4), pp. 2367-2375. https://bit.ly/2XIK0KO
Kazu, I. Y., & Erten, P. (2014). Teachers' Technological Pedagogical Content Knowledge Self-Efficacies. Journal of education and training studies, 2(2), 126-144. https://eric.ed.gov/?id=EJ1055505
Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3029). New York, NY: Routledge
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70. https://www.learntechlib.org/p/29544/
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer, New York, NY. https://bit.ly/3HUxHN0
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of computer Assisted Learning, 26(6), 563–573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Lee, M. H., & Tsai, C. C. (2010). Exploring teachers perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived selfefficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21.
Ley 20.248 de 2008. (2014, octubre). Biblioteca del Congreso Nacional de Chile. https://r.issu.edu.do/l?l=12692i97
Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.299
Magen-Nagar, N., & Peled, B. (2013). Characteristics of Israeli school teachers in computer-based learning environments. Journal of educators online, 10(1), 1-34. https://www.learntechlib.org/p/114392/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers’ college record, 108(6), 1017-1054. https://is.gd/15lZvT
Munyengabe, S., Yiyi, Z., Haiyan, H., & Hitimana, S. (2017). Primary teachers’ perceptions on ICT integration for enhancing teaching and learning through the implementation of one laptop per child program in primary schools of Rwanda. Eurasia journal of mathematics, science, and technology education, 13(11), 7193-7204. https://doi.org/10.12973/ejmste/79044
Montero, I., & Alonso, J. (1992). El cuestionario MAPE-II. Motivar en la adolescencia: Teoría, evaluación e intervención, 205-232.
Montero, I.; León, o. g. (2007). A guide for naming research studies in psychology. International Journal of Clinical and health Psychology, 7(3), 847-862. https://cutt.ly/EK9AAIn
Nunnally, J. C. (1978) Psychometric theory. (2nd ed.) New York: McGraw-Hill.
Paidicán Soto, M. (2010). La educación según la UNESCO. 10.13140/RG.2.2.23599.12960
Paidicán, M. (2017). El Modelo TPACK y su aporte en la Gestión Institucional del Colegio Abraham Lincoln de la comuna de Quilpué [Tesis de Magister, Universidad de Playa Ancha Ciencias de la Educación]. http://catalogo.upla.cl/opacweb/Conscgi.exe?VDOC?1?134416
Paidicán Soto, M., & Arredondo Herrera, P. (2022a). Conocimientos tecnopedagógicos y disciplinares en los docentes de primaria y los factores demográficos. Mendive. Revista de Educación, 20(3), 906-916. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2949
Paidicán, M. A., & Arredondo, P. A. (2022). The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review. Contemporary Educational Technology, 14(3), ep370. https://doi.org/10.30935/cedtech/11813
Roig-Vila, R., & Flores Luego, C. (2014). Conocimiento tecnológico, pedagógico y disciplinario del profesorado: el caso de un centro educativo inteligente. https://bit.ly/3b4Qkz9
Su, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. Egitim ve Bilim, 42 (190), 325–341. 10.15390/EB.2017.6849
Schmidt, D. A., Baran E., Thompson A. D., Mishra P., Koehler M. J., & Shin T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42, 123-150. https://doi.org/10.1080/15391523.2009.10782544
Servera, M., & Cardo, E. (2006). Children sustained attention task (CSAT): Normative, reliability, and validity data. International Journal of Clinical and Health Psychology, 6(3), 697-707. https://cutt.ly/SK9AIn0
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://is.gd/HBbVWH
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1–21. https://is.gd/ZW3Tbp
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., y Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15-31. https://dx.doi.org/10.14742/ajet.3518 10.14742/ajet.3518
Vatanartiran, Ş. K. S. (2015). Primary school teachers’ technological pedagogical content knowledge. Elementary Education Online, 14(3), 1017-1028. https://bit.ly/2NAdWmz
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2022 Miguel Paidican, Pamela Arredondo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
