Traducción, adaptación cultural y validación del cuestionario TPACK-21 en docentes en servicio
Palabras clave:
Cuestionario TPACK, habilidades del Siglo XXI, Tecnologías de la información y la comunicación, validación de instrumentos, docentes en servicio
Resumen
La evidencia científica demuestra que la integración de tecnología, pedagogía y contenidos constituye un factor de éxito del desempeño docente y es esencial contar con herramientas que permitan conocer a profundidad este proceso. Sin embargo, casi todos los cuestionarios sobre esta integración están en idioma inglés en Scopus y WOS, por tanto, se requieren instrumentos validados en español alineados a la cultura del ecosistema educativo latinoamericano. Desde esta realidad, el estudio tiene como objetivo, la traducción, adaptación cultural y validación del Cuestionario sobre el Conocimiento Tecnológico, Pedagógico y de Contenido para las habilidades del siglo XXI (TPACK-21) de Valtonen. La investigación siguió una ruta metodológica esencialmente epistémica. El cuestionario traducido y adaptado se aplicó a 221 docentes de Educación Básica Regular en Lima, Perú. El análisis factorial confirmatorio confirmó las 6 dimensiones del modelo y se constató una alta confiabilidad. Se recomienda continuar con investigaciones que evalúen el TPACK-21 en diversos contextos y niveles educativos, especialmente en Latinoamérica. Así mismo, se sugiere ampliar estudios cualitativos para una mejor comprensión de los aspectos subyacentes, así como la construcción de sentidos y significados del profesorado como base para la creación de programas de formación continua.
Descargas
La descarga de datos todavía no está disponible.
Citas
Alemán-Saravia, A. C., y Deroncele-Acosta, A. (2021). Technology, Pedagogy and Content (TPACK framework): Systematic literature review. XVI Latin American Conference on Learning Technologies (LACLO), 104-111. https://doi.org/10.1109/LACLO54177.2021.00069
Bagheri, M. (2020). Validation of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK) scale. TESL-EJ, The Electronic Journal for English as a Second Language, 24(2). http://www.tesl-ej.org/pdf/ej94/a2.pdf
Baier, F., y Kunter M. (2020). Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK). Studies in Educational Evaluation, 67, 100936. https://doi.org/10.1016/j.stueduc.2020.100936
Baser, D., Kopcha, T. J., y Özden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
Batista-Foguet, J. M., y Coenders, G. (2000). Modelos de ecuaciones estructurales. La Muralla.
Beaton, D. E., Bombardier, C., Guillemin, F., y Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. https://doi.org/10.1097/00007632-200012150-00014
Cano, M. C., y Ordoñez, E. J. (2021). Formación del profesorado en Latinoamérica. Revista de Ciencias Sociales (Ve), XXVII(2), 284-295. https://doi.org/10.31876/rcs.v27i2.35915
Cavanagh, R. F., y Koehler, M. J. (2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. https://doi.org/10.1080/15391523.2013.10782616
Chai, C. S., Jong, M. S.-Y., Yin, H.-B., Chen, M., y Zhou, W. (2019). Validating and modelling teachers' technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Educational Technology and Society, 22(3), 61-73. https://www.j-ets.net/collection/published-issues/22_3
Chaipidech, P., Srisawasdi, N., Kajornmanee, T., y Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers' TPACK development. Computers and Education: Artificial Intelligence, 3, 100064. https://doi.org/10.1016/j.caeai.2022.100064
Coaquira, C. M. (2020). Prácticas pedagógicas desde el enfoque socioformativo: Una autoevaluación Docente en Perú. Revista de Ciencias Sociales (Ve), XXVI(E-2), 260-274. https://doi.org/10.31876/rcs.v26i0.34126
Demeshkant, N. Trusz, S., y Potyrała, K. (2022). Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): A preliminary study with Polish academic teachers. Technology, Pedagogy and Education, 31(5), 579-595. https://doi.org/10.1080/1475939X.2022.2092547
Deroncele, Á. (2022). Competencia epistémica: Rutas para investigar. Universidad y Sociedad, 14(1), 102-118. https://rus.ucf.edu.cu/index.php/rus/article/view/2540
Deroncele-Acosta, Á., Medina-Zuta, P., Goñi-Cruz, F. F., Montes-Castillo, M. M., Roman-Cao, E., y Gallegos, E. (2021). Innovación educativa con TIC en universidades latinoamericanas: Estudio Multi-País. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 145-161. https://doi.org/10.15366/reice2021.19.4.009
Deroncele-Acosta, Á., Medina-Zuta, P., Goñi-Cruz, F. F., Ramírez-Garzón, M. I., Fernández-Aquino, O., Román-Cao, E., Montes-Castillo, M. M., Gallegos, E. (2021). Digital competence, role stress and engagement: Towards positive mental health in Latin American teachers. XVI Latin American Conference on Learning Technologies (LACLO), 83-90. https://doi.org/10.1109/LACLO54177.2021.00067
Deroncele-Acosta, Á., Palacios-Núñez, M. L., y Toribio-López, A. (2023). Digital transformation and technological innovation on higher education Post-COVID-19. Sustainability, 15(3), 2466. https://doi.org/10.3390/su15032466
Drummond, A., y Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928-939. https://doi.org/10.1111/bjet.12473
Fernández, F. J., Fernández, M. J., y Rodríguez, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educXX1.17907
Fisser, P., Voogt, J., Van Braak, J., y Tondeur J. (2015). Measuring and assessing TPACK (technological, pedagogical, and content knowledge). In J. M. Spector (Ed.), The SAGE Encyclopaedia of Educational Technology (pp. 490-493). SAGE Publications. https://doi.org/10.4135/9781483346397
Hernández, A., y Martín, J. (2017). Concepciones de los docentes no universitarios sobre el aprendizaje colaborativo con TIC. Educación XX1, 20(1), 185-208. https://doi.org/10.5944/educxx1.17508
Hernández, I. B., Lay, N., Herrera, H., y Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 242-255. https://doi.org/10.31876/rcs.v27i2.35911
Hernández-Sampieri, R., y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill/ Interamericana Editores S.A. de C.V.
Hogan, T. P. (2015). Pruebas psicológicas: Una introducción práctica. Editorial El Manual Moderno.
Instituto Nacional de Estadística e Informática – INEI (4 de julio de 2020). Cerca de 600 mil maestros conmemoran su día en el Perú. INEI. https://m.inei.gob.pe/prensa/noticias/cerca-de-600-mil-maestros-conmemoran-su-dia-en-el-peru-12287/
International Society for Technology in Education - ISTE (2022). Estándares ISTE. https://www.iste.org/es/iste-standards
Jho, H., Hong, O., y Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a
Kabakci, I., Odabasi, H. F., Kilicer, K., Birinci, G., y Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., y Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. Merrill, J. Elen y M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Lee, H.-Y., Chung, C.-Y., y Wei, G. (2022). Research on technological pedagogical and content knowledge: A bibliometric analysis from 2011 to 2020. Frontiers in Education, 7, 765233. https://doi.org/10.3389/feduc.2022.765233
Ling, J. H., Chai, C. S., y Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge. Computers & Education, 72, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022
Luik, P., Taimalu, M., y Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23(2), 741-755. https://doi.org/10.1007/s10639-017-9633-y
Luo, W., Berson, I. R., Berson, M. J., y Park, S. (2023). An exploration of early childhood teachers’ technology, pedagogy, and content knowledge (TPACK) in Mainland China. Early Education and Development, 34(4), 963-978. https://doi.org/10.1080/10409289.2022.2079887
Ma, N., Li, Y.-M., Guo, J.-H., Laurillard, D., Yang M. (2022). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments. Latest articles. https://doi.org/10.1080/10494820.2021.2025405
Miguel-Revilla, D., Martínez-Ferreira, J. M., y Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology Open Access, 36(2), 1-12. https://doi.org/10.14742/ajet.5281
Mishra, P., y Koehler, M. J. (2006). Technological, pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Morata-Ramírez, M. Á., Holgado, F. P., Barbero-García, M. I., y Mendez, G. (2015). Confirmatory factor analysis. Recommendations for unweighted least squares method related to Chi-Square and RMSEA. Acción Psicológica, 12(1), 79-90. https://dx.doi.org/doi.org/10.5944/ap.12.1.14362
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2019). Marco de competencias de los docentes en materia de TIC. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371024
Palacios-Núñez, M. L., Toribio-López, A., Llaque, P., y Deroncele-Acosta, Á. (2022). Innovation and digital competence: A bibliometric analysis. IEEE 2nd International Conference on Advanced Learning Technologies on Education & Research (ICALTER), 1-4, https://doi.org/10.1109/ICALTER57193.2022.9964633
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., y Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263. https://doi.org/10.1007/s10639-013-9278-4
Perrenoud, P. (2007). Diez nuevas competencias para enseñar: Invitación al viaje. Graó.
Ramada-Rodilla, J. M., Serra-Pujadas, C., y Delclós-Clanchet, G. L. (2013). Adaptación cultural y validación de cuestionarios de salud: Revisión y recomendaciones metodológicas. Salud Pública de México, 55(1), 57-66. https://www.saludpublica.mx/index.php/spm/article/view/7188
Rosenberg, J. M., y Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. https://doi.org/10.1080/15391523.2015.1052663
Scherer, R., Tondeur, J., y Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012
Schmidt, D. A., Baran, E., Thompson, A. D, Mishra, P., Koehler, M. J., y Shin, T. S. (2009). Technology Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Schmid, M., Brianza, E., y Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
Shafie, H., Majid, F. A., e Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33. https://doi.org/10.24191/ajue.v15i3.7818
Smith, P. G., y Zelkowski, J. (2022). Validating a TPACK instrument for 7–12 mathematics in-service middle and high school teachers in the United States. Journal of Research on Technology in Education, Latest articles. https://doi.org/10.1080/15391523.2022.2048145
Sothayapetch, P., y Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2124. https://doi.org/10.29333/ejmste/12118
Tobón, S. (2013). Formación integral y competencias: Pensamiento complejo, currículo, didáctica y evaluación. Editorial ECOE.
Vaca, J. E., Aguilar, V., Gutiérrez, F. G., Cano, A., y Bustamante, A. J. (2015). ¿Qué demonios son las competencias?: Aportaciones del constructivismo clásico y contemporáneo. Universidad Veracruzana.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., y Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15-31. https://doi.org/10.14742/ajet.3518
Voogt, J., Erstad, O., Dede, C., y Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413. https://doi.org/10.1111/jcal.12029
Voogt, J., y Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
Yanış, H., y Yürük, N. (2020). Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale. Journal of Research on Technology in Education, 53(4), 375-403. https://doi.org/10.1080/15391523.2020.1784065
Bagheri, M. (2020). Validation of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK) scale. TESL-EJ, The Electronic Journal for English as a Second Language, 24(2). http://www.tesl-ej.org/pdf/ej94/a2.pdf
Baier, F., y Kunter M. (2020). Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK). Studies in Educational Evaluation, 67, 100936. https://doi.org/10.1016/j.stueduc.2020.100936
Baser, D., Kopcha, T. J., y Özden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
Batista-Foguet, J. M., y Coenders, G. (2000). Modelos de ecuaciones estructurales. La Muralla.
Beaton, D. E., Bombardier, C., Guillemin, F., y Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. https://doi.org/10.1097/00007632-200012150-00014
Cano, M. C., y Ordoñez, E. J. (2021). Formación del profesorado en Latinoamérica. Revista de Ciencias Sociales (Ve), XXVII(2), 284-295. https://doi.org/10.31876/rcs.v27i2.35915
Cavanagh, R. F., y Koehler, M. J. (2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. https://doi.org/10.1080/15391523.2013.10782616
Chai, C. S., Jong, M. S.-Y., Yin, H.-B., Chen, M., y Zhou, W. (2019). Validating and modelling teachers' technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Educational Technology and Society, 22(3), 61-73. https://www.j-ets.net/collection/published-issues/22_3
Chaipidech, P., Srisawasdi, N., Kajornmanee, T., y Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers' TPACK development. Computers and Education: Artificial Intelligence, 3, 100064. https://doi.org/10.1016/j.caeai.2022.100064
Coaquira, C. M. (2020). Prácticas pedagógicas desde el enfoque socioformativo: Una autoevaluación Docente en Perú. Revista de Ciencias Sociales (Ve), XXVI(E-2), 260-274. https://doi.org/10.31876/rcs.v26i0.34126
Demeshkant, N. Trusz, S., y Potyrała, K. (2022). Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): A preliminary study with Polish academic teachers. Technology, Pedagogy and Education, 31(5), 579-595. https://doi.org/10.1080/1475939X.2022.2092547
Deroncele, Á. (2022). Competencia epistémica: Rutas para investigar. Universidad y Sociedad, 14(1), 102-118. https://rus.ucf.edu.cu/index.php/rus/article/view/2540
Deroncele-Acosta, Á., Medina-Zuta, P., Goñi-Cruz, F. F., Montes-Castillo, M. M., Roman-Cao, E., y Gallegos, E. (2021). Innovación educativa con TIC en universidades latinoamericanas: Estudio Multi-País. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 145-161. https://doi.org/10.15366/reice2021.19.4.009
Deroncele-Acosta, Á., Medina-Zuta, P., Goñi-Cruz, F. F., Ramírez-Garzón, M. I., Fernández-Aquino, O., Román-Cao, E., Montes-Castillo, M. M., Gallegos, E. (2021). Digital competence, role stress and engagement: Towards positive mental health in Latin American teachers. XVI Latin American Conference on Learning Technologies (LACLO), 83-90. https://doi.org/10.1109/LACLO54177.2021.00067
Deroncele-Acosta, Á., Palacios-Núñez, M. L., y Toribio-López, A. (2023). Digital transformation and technological innovation on higher education Post-COVID-19. Sustainability, 15(3), 2466. https://doi.org/10.3390/su15032466
Drummond, A., y Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928-939. https://doi.org/10.1111/bjet.12473
Fernández, F. J., Fernández, M. J., y Rodríguez, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educXX1.17907
Fisser, P., Voogt, J., Van Braak, J., y Tondeur J. (2015). Measuring and assessing TPACK (technological, pedagogical, and content knowledge). In J. M. Spector (Ed.), The SAGE Encyclopaedia of Educational Technology (pp. 490-493). SAGE Publications. https://doi.org/10.4135/9781483346397
Hernández, A., y Martín, J. (2017). Concepciones de los docentes no universitarios sobre el aprendizaje colaborativo con TIC. Educación XX1, 20(1), 185-208. https://doi.org/10.5944/educxx1.17508
Hernández, I. B., Lay, N., Herrera, H., y Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 242-255. https://doi.org/10.31876/rcs.v27i2.35911
Hernández-Sampieri, R., y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill/ Interamericana Editores S.A. de C.V.
Hogan, T. P. (2015). Pruebas psicológicas: Una introducción práctica. Editorial El Manual Moderno.
Instituto Nacional de Estadística e Informática – INEI (4 de julio de 2020). Cerca de 600 mil maestros conmemoran su día en el Perú. INEI. https://m.inei.gob.pe/prensa/noticias/cerca-de-600-mil-maestros-conmemoran-su-dia-en-el-peru-12287/
International Society for Technology in Education - ISTE (2022). Estándares ISTE. https://www.iste.org/es/iste-standards
Jho, H., Hong, O., y Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a
Kabakci, I., Odabasi, H. F., Kilicer, K., Birinci, G., y Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., y Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. Merrill, J. Elen y M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Lee, H.-Y., Chung, C.-Y., y Wei, G. (2022). Research on technological pedagogical and content knowledge: A bibliometric analysis from 2011 to 2020. Frontiers in Education, 7, 765233. https://doi.org/10.3389/feduc.2022.765233
Ling, J. H., Chai, C. S., y Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge. Computers & Education, 72, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022
Luik, P., Taimalu, M., y Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23(2), 741-755. https://doi.org/10.1007/s10639-017-9633-y
Luo, W., Berson, I. R., Berson, M. J., y Park, S. (2023). An exploration of early childhood teachers’ technology, pedagogy, and content knowledge (TPACK) in Mainland China. Early Education and Development, 34(4), 963-978. https://doi.org/10.1080/10409289.2022.2079887
Ma, N., Li, Y.-M., Guo, J.-H., Laurillard, D., Yang M. (2022). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments. Latest articles. https://doi.org/10.1080/10494820.2021.2025405
Miguel-Revilla, D., Martínez-Ferreira, J. M., y Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology Open Access, 36(2), 1-12. https://doi.org/10.14742/ajet.5281
Mishra, P., y Koehler, M. J. (2006). Technological, pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Morata-Ramírez, M. Á., Holgado, F. P., Barbero-García, M. I., y Mendez, G. (2015). Confirmatory factor analysis. Recommendations for unweighted least squares method related to Chi-Square and RMSEA. Acción Psicológica, 12(1), 79-90. https://dx.doi.org/doi.org/10.5944/ap.12.1.14362
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2019). Marco de competencias de los docentes en materia de TIC. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371024
Palacios-Núñez, M. L., Toribio-López, A., Llaque, P., y Deroncele-Acosta, Á. (2022). Innovation and digital competence: A bibliometric analysis. IEEE 2nd International Conference on Advanced Learning Technologies on Education & Research (ICALTER), 1-4, https://doi.org/10.1109/ICALTER57193.2022.9964633
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., y Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263. https://doi.org/10.1007/s10639-013-9278-4
Perrenoud, P. (2007). Diez nuevas competencias para enseñar: Invitación al viaje. Graó.
Ramada-Rodilla, J. M., Serra-Pujadas, C., y Delclós-Clanchet, G. L. (2013). Adaptación cultural y validación de cuestionarios de salud: Revisión y recomendaciones metodológicas. Salud Pública de México, 55(1), 57-66. https://www.saludpublica.mx/index.php/spm/article/view/7188
Rosenberg, J. M., y Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. https://doi.org/10.1080/15391523.2015.1052663
Scherer, R., Tondeur, J., y Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012
Schmidt, D. A., Baran, E., Thompson, A. D, Mishra, P., Koehler, M. J., y Shin, T. S. (2009). Technology Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Schmid, M., Brianza, E., y Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
Shafie, H., Majid, F. A., e Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33. https://doi.org/10.24191/ajue.v15i3.7818
Smith, P. G., y Zelkowski, J. (2022). Validating a TPACK instrument for 7–12 mathematics in-service middle and high school teachers in the United States. Journal of Research on Technology in Education, Latest articles. https://doi.org/10.1080/15391523.2022.2048145
Sothayapetch, P., y Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2124. https://doi.org/10.29333/ejmste/12118
Tobón, S. (2013). Formación integral y competencias: Pensamiento complejo, currículo, didáctica y evaluación. Editorial ECOE.
Vaca, J. E., Aguilar, V., Gutiérrez, F. G., Cano, A., y Bustamante, A. J. (2015). ¿Qué demonios son las competencias?: Aportaciones del constructivismo clásico y contemporáneo. Universidad Veracruzana.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., y Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15-31. https://doi.org/10.14742/ajet.3518
Voogt, J., Erstad, O., Dede, C., y Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413. https://doi.org/10.1111/jcal.12029
Voogt, J., y Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
Yanış, H., y Yürük, N. (2020). Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale. Journal of Research on Technology in Education, 53(4), 375-403. https://doi.org/10.1080/15391523.2020.1784065
Publicado
2023-08-17
Cómo citar
Alemán-Saravia, A. C., Deroncele-Acosta, A., & Robles-Mori, H. (2023). Traducción, adaptación cultural y validación del cuestionario TPACK-21 en docentes en servicio. Revista De Ciencias Sociales, 29(3), 453-469. https://doi.org/10.31876/rcs.v29i3.40730
Número
Sección
Artículos
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
1.jpg)
1.jpg)
