Technological, pedagogical and disciplinary knowledge of the virtual tutor: Baccalaureate program in distance - virtual modality case
This research describes the self-perception that Baccalaureate tutors program have in Virtual mode in respect of the knowledge proposed in TPACK model. This study was developed under a quantitative approach of descriptive scope, and for compilation of information, an online questionnaire was applied...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Andina Simón Bolivar |
| Repositorio: | Revista Andina de Educación |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uasb.edu.ec:article/1519 |
| Acceso en línea: | https://revistas.uasb.edu.ec/index.php/ree/article/view/1519 |
| Access Level: | acceso abierto |
| Palabra clave: | TPACK Teaching knowledge Virtual tutor Virtual education Conocimientos docentes Tutor virtual Educación virtual |
| Sumario: | This research describes the self-perception that Baccalaureate tutors program have in Virtual mode in respect of the knowledge proposed in TPACK model. This study was developed under a quantitative approach of descriptive scope, and for compilation of information, an online questionnaire was applied to the teachers. The data analysis was worked from descriptive statistics. The main results found in the research showed that there are high valuations of technological, pedagogical, and disciplinary knowledge when considered independently, but they decrease considerably when approached jointly. |
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