Technopedagogical and disciplinary knowledge of primary school teachers in different socio-demographic contexts

Miguel A. Paidican Soto, Begoña Gros Salvat, Pamela Arredondo Herrera

Resumen


The aims to explore teachers' technological, pedagogical, and content knowledge (TPACK) and its relationship with socio-demographic factors. A quantitative, non-experimental, transactional study was conducted, consisted of 403 primary school teachers. The TPACK questionnaire Chilean version. Descriptive, correlational, and inferential techniques were used for the statistical analyses, consider normality, contrast, and post-hoc tests were considered. It is show that teachers have higher levels of pedagogical (4.27) and disciplinary (4.12) knowledge compared to technological (3.59). Likewise, there are positive correlations in all dimensions of TPACK, highlighting technological knowledge (TK) and its derivations of technological content knowledge (TCK) and technological pedagogical knowledge (TPK), with values between (.613) and (.732).


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Referencias


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DOI: http://dx.doi.org/10.54988/cv.2024.1.1296

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