Digital Resources and Didactic Methodology in the Initial Training of History Teachers

Autor/inn/en	Miralles-Martínez, Pedro; Gómez-Carrasco, Cosme J.; Arias, Víctor B.; Fontal-Merillas, Olaia
Titel	Digital Resources and Didactic Methodology in the Initial Training of History Teachers
Quelle	In: Comunicar: Media Education Research Journal, 27 (2019) 61, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Miralles-Martínez, Pedro) ORCID (Gómez-Carrasco, Cosme J.) ORCID (Arias, Víctor B.) ORCID (Fontal-Merillas, Olaia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	History Instruction; Pedagogical Content Knowledge; Technological Literacy; Teacher Education; Didacticism; Preservice Teachers; Student Attitudes; Secondary Education; Technology Uses in Education; Cartoons; Video Games; Teacher Competencies; Foreign Countries; Formative Evaluation; Graduate Students; Spain (Barcelona); Spain (Madrid); Spain (Valencia); United Kingdom (Manchester); United Kingdom (Leeds); United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Pädagogische Kompetenz; Technisches Wissen; Lehrerausbildung; Lehrerbildung; Didaktisierung; Schülerverhalten; Sekundarbereich; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeichentrickfilm; Video game; Videospiel; Videospiele; Lehrkunst; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman's theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers' digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01