ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education

  1. Tania F. Gómez Sánchez
  2. María Bobadilla-Pérez
  3. Begoña Rumbo Arcas
  4. Lucia Fraga-Viñas
  5. Noelia Mª Galán-Rodríguez
Revista:
Digital Education Review

ISSN: 2013-9144

Año de publicación: 2024

Número: 45

Páginas: 214-221

Tipo: Artículo

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Otras publicaciones en: Digital Education Review

Resumen

Aquest estudi examina els programes de formació inicial de mestres d’Educació Primària a Espanya, centrant-se en l’Ensenyament de Llengües Estrangeres (ELE) i la integració de tecnologia. L'estudi parteix del marc conceptual de Coneixement Pedagògic del Contingut Tecnològic (TPACK) (Mishra & Kohler, 2006) i aplica una metodologia d'anàlisi de contingut. L’interès científic rau en l’escassetat d’estudis que examinen ELE dins del context espanyol. Es va fer un estudi nacional exhaustiu que va incloure les 39 universitats públiques que ofereixen el Grau en Educació Primària, analitzant en profunditat 496 guies de cursos d'ELE. Les troballes revelen que menys de la meitat de les assignatures incorporen tecnologia. Quan s'hi inclou, sorgeixen dues tendències: la integració de TPACK i la presentació de tecnologia com una competència general, no específicament adaptada a ELE. La conclusió principal és que la incorporació de TPACK en aquest context és moderada, cosa que evidencia la necessitat d'una integració més complexa i específica de la tecnologia en els programes de formació de mestres d'ELE. Això subratlla la importància de millorar la competència digital i pedagògica dels futurs educadors en un entorn educatiu cada cop més tecnològic.

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Fuente de los datos: Dialnet