Assessing the Digital Competence of Educators in Social Studies: An Analysis in Initial Teacher Training Using the TPACK-21 Model

Autor/inn/en	Miguel-Revilla, Diego; Martínez-Ferreira, José María; Sánchez-Agustí, María
Titel	Assessing the Digital Competence of Educators in Social Studies: An Analysis in Initial Teacher Training Using the TPACK-21 Model
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 2, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miguel-Revilla, Diego) ORCID (Martínez-Ferreira, José María) ORCID (Sánchez-Agustí, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Studies; Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Barriers; Secondary School Teachers; Preservice Teachers; Intervention; Guidelines; Self Efficacy; Student Attitudes; Technology Integration; Graduate Students; Teacher Education Programs; History Instruction; Geography Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Richtlinien; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Ausland; Spanien
Abstract	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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01