文章基本信息

标题：Assessing the digital competence of educators in social studies An analysis in initial teacher training using the TPACK-21 model
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作者：Diego Miguel-Revilla ; José María Martínez-Ferreira ; María Sánchez-Agustí 等
期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2020
卷号：36
期号：2
页码：1-12
DOI：10.14742/ajet.5281
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.
关键词：educational technology;TPACK;digital competence of educators;initial teacher training;social studies education;ICT