El conocimiento tecnológico, pedagógico y disciplinar del profesorado universitario de Educación Física

  1. Laura Ladrón-de-Guevara Moreno 1
  2. Julio Cabero-Almenara 1
  3. Bartolomé J. Almagro 2
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2019

Issue: 36

Pages: 362-369

Type: Article

DOI: 10.47197/RETOS.V36I36.68898 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Due to the invasion of information and communication technologies (ICT) in today’s society, great opportunities for integration are presented in the educational panorama, but sometimes, teachers don’t take advantage of the potential they offer. The aim of this study was to analyze the Technological Pedagogical and Content Knowledge (TPACK) framework of the Faculty professors of pre-service Physical Education teachers necessary for the effective integration of ICT in the teaching-learning process, taking as a reference the TPACK framework, one of the most common models used to measure it. The method included a questionnaire which was submitted to 351 Faculty professors of Bachelor Degree in Physical Education and Sport, and also in Education. TPACK and the computer selfefficacy differences were analyzed in terms of gender, age, the existence of previous ICT training, and the relationship between its variables. The results demonstrated that those professors who had undergone a specific training in ITC showed a better application of the technology (TCK + TPK + TPACK). Significant differences were identified between gender and technological dimension. In addition, the technological knowledge and the computer self-efficacy were significantly higher in teachers under 36 years of age. Given the peculiarities of the Physical Education and Sports subject, this study confirms that it is necessary a specific training for the application of technologies in Faculty professors.

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