从TPACK模式看在职小学教师的自我认知

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2020-04-01 DOI:10.6018/REIFOP.415641
A. O. Colón, M. Montoro, J. R. Moreno
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引用次数: 11

摘要

本研究旨在参照TPACK模型,分析对小学教育教师进行的研究中最相关的结果。本研究的目的是了解在职小学教师在技术培训方面的自我知觉,以TPACK诊断量表为参考。为了收集信息,采用了已经验证的李克特型问卷,遵循TPACK模型。问卷由47个项目组成,收集模型七个维度的信息。样本包括607名教师。该研究是非实验性描述性的,并进行了多变量方差分析(MANOVA)。最重要的结果是发现了参与者性别方面的差异。一般来说,男性对在教学实践中使用和整合信通技术有更大的自我认识,特别是在科学问题上。女性在选择指导学生在阅读和写作方面学习和思考的方法时似乎更有效。
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Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK
The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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