Validación psicométrica de la escala Conocimiento Tecnológico Pedagógico del Contenido TPACK-ES y evaluación de la autoeficacia percibida por el futuro profesorado

Delfín Ortega-Sánchez

doi:10.5944/educxx1.34484

Authors

Delfín Ortega-Sánchez Universidad de Burgos, Spain https://orcid.org/0000-0002-0988-4821

DOI:

https://doi.org/10.5944/educxx1.34484

Keywords:

TPACK, validation, digital gap, higher education, teacher training

Abstract

Despite the usefulness of the analysis of the perception of self-efficacy in the success and performance of teachers and students in the teaching-learning process proposed by the TPACK (Technological Pedagogical Content Knowledge) model, there is little research focused on the beliefs and perceptions of future teachers. The present research has a double objective: on the one hand, it seeks to validate the psychometric properties of the TPACK-ES scale in the Spanish context; and on the other hand, to analyse the perceptions of self-efficacy in the model of Primary and Secondary Education teachers in initial training. A total of 303 university students with a mean age of 23.12 ± 3.21 years, enrolled in a university in the north of Spain, agreed to participate in this study. The results obtained confirm the heptafactorial structure of the model, its internal consistency, structural stability and adaptation to optimal fit indices. Likewise, statistically significant differences are identified in the TK and TPK dimensions, in structuring variables of the model and in the PK (pedagogical knowledge), PCK (pedagogical knowledge of content), TPK (pedagogical technological knowledge) and TPACK dimensions, depending on the level of teacher training and the gender of the future teacher. These results indicate the need to continue to analyse the contextual factors of the TPACK model in order to ensure its suitability and true effectiveness in initial teacher training.

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