Literaturnachweis - Detailanzeige
Autor/inn/en | Ortiz Colón, Ana María; Izquierdo Rus, Tomás; Rodríguez Moreno, Javier; Agreda Montoro, Miriam |
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Titel | TPACK Model as a Framework for In-Service Teacher Training |
Quelle | In: Contemporary Educational Technology, 15 (2023) 3, S.439 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ortiz Colón, Ana María) ORCID (Izquierdo Rus, Tomás) ORCID (Rodríguez Moreno, Javier) ORCID (Agreda Montoro, Miriam) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Technological Literacy; Pedagogical Content Knowledge; Inservice Teacher Education; Teacher Effectiveness; Teacher Competencies; Teaching Methods; Faculty Development; Teacher Attitudes; Age Differences; Elementary School Teachers; Public School Teachers; Information Technology; Technology Uses in Education; Lifelong Learning Technisches Wissen; Pädagogische Kompetenz; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Life-long learning; Lebenslanges Lernen |
Abstract | Research has proven that TPACK model can significantly contribute to teachers' training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model. (As Provided). |
Anmerkungen | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |