Evaluación del conocimiento tecnológico pedagógico del contenido (TPACK) entre los profesores en formación: modelo de medición Rasch
Currently, the integration of technology in 21st-century education is becoming increasingly important; however, many preservice teachers face difficulties in accessing and utilizing new technologies in their teaching practices. Despite the growing importance of technology, the existing literature st...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/172369 |
| Acceso en línea: | https://hdl.handle.net/11441/172369 https://doi.org/10.12795/pixelbit.107599 |
| Access Level: | acceso abierto |
| Palabra clave: | Maestros en formación Conocimiento tecnológico pedagógico del contenido (TPACK) Cuestionario de validación Modelo rasch Educación tecnológica Pre-service teachers Technological Pedagogical Content Knowledge (TPACK) Validation questionnaire Rasch model Technological Education |
| Sumario: | Currently, the integration of technology in 21st-century education is becoming increasingly important; however, many preservice teachers face difficulties in accessing and utilizing new technologies in their teaching practices. Despite the growing importance of technology, the existing literature still lacks empirical examination of TPACK instruments and their application in various educational contexts, particularly in non-Western countries such as Indonesia. This study involved 405 Indonesian preservice teachers from various disciplines who completed an online TPACK questionnaire. Confirmatory factor analysis and the Rasch model used to validate this questionnaire indicated that the model aligns with the theoretical framework and is suitable for individuals and items. The evaluation results showed that pre-service elementary school teachers exhibited superior TPACK performance compared to pre-service early childhood education and mathematics teachers. The strong psychometric properties of this instrument make it suitable for further exploration of TPACK in various educational contexts. This research lays the groundwork for further investigation into the empirical dimensions of TPACK in diverse educational settings. |
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