Digital resources and teaching approaches in preservice training of History teachers
DOI:
https://doi.org/10.5944/educxx1.30483Keywords:
History education, teaching resources, educational technology, preservice teacher education, PGCEAbstract
The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning.
Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master's Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain.
As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted.
Downloads
References
Arancibia, M. M., & Badia, A. (2015). Concepciones de profesores de secundaria sobre enseñar y aprender Historia con TIC. Revista Electrónica de Investigación Educativa, 17(2), 62-76. https://doi.org/10.22370/ieya.2016.2.2.594
Bangdiwala, S. (1987). Using SAS software graphical procedures for the observer agreement chart. Proceedings of the SAS Users Group International Conference, 12, 1083-1088.
Beaujean, A. (2014). Latent variable modeling using R: A step-by-step guide. Routledge/Taylor y Francis. https://doi.org/10.4324/9781315869780
Claro, M., Salinas, A., Cabello-Hutt, T., San-Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, 121, 162-174. https://doi.org/10.1016/j.compedu.2018.03.001
De Groot-Reuvekamp, M., Ros, A., & Van Boxtel, C. (2018). Improving elementary school students’ understanding of historical time: Effects of teaching with “Timewise”. Theory and Research in Social Education, 46(1), 35-67. https://doi.org/10.1080/00933104.2017.1357058
Dejene, W., Bishaw, A., & Dagnew, A. (2018). Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus. Cogent Education, 5(1), 1-15. https://doi.org/10.1080/2331186X.2018.1502396
Estepa, J. (2017). Otra didáctica de la Historia para otra escuela. Universidad de Huelva.
García-Martín, J., & García-Sánchez, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67. https://doi.org/10.1016/j.compedu.2016.12.010
Gargallo, B., Garfella, P. R., Sahuquillo, P. M., Verde, I., & Jiménez, M.Á. (2015). Métodos centrados en el aprendizaje, estrategias y enfoques de aprendizaje en estudiantes universitarios. Revista de Educación, 370, 229-254. https://doi.org/10.4438/1988-592X-RE-2015-370-304
George, D., & Mallery, P. (2011). IBM SPSS Statistics 19 Step by Step: A Simple Guide and Reference. Pearson.
Gómez, C. J., Chaparro, Á., Felices, M. M., & Cózar, R. (2020). Estrategias metodológicas y uso de recursos digitales para la enseñanza de la historia. Análisis de recuerdos y opiniones del profesorado en formación inicial. Aula Abierta, 49(1), 65-74.
Gómez, C. J., Miralles, P., Rodríguez-Medina, J., & Maquilón, J. (2020). Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom. Educational Studies, 47(4) 1-19. https://doi.org/10.1080/03055698.2019.1707069
Gómez, C. J., Monteagudo, J., Moreno, J. R., & Sainz, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLoS ONE, 15(7), 1-19. https://doi.org/10.1371/journal.pone.0236083
Gómez, C. J., Monteagudo, J., Rodríguez Medina, J., & Miralles, P. (2019). Evaluación de un programa de intervención sobre educación histórica en la formación inicial del profesorado de educación secundaria. En S. Alonso García, J. M. Romero Rodríguez, C. Rodríguez-Jiménez, & J. M. Sola Reche (Eds.), Investigación, Innovación docente y TIC. Nuevos horizontes educativos (pp. 1648-1661). Dykinson.
Gómez, C. J., Rodríguez, R. A., & Mirete, A. B. (2018). Percepción de la enseñanza de la historia y concepciones epistemológicas. Una investigación con futuros maestros. Revista Complutense de Educación, 29(1), 237-250. http://dx.doi.org/10.5209/RCED.52233
González, M., & Fuentes, E. J. (2011). El Practicum en el aprendizaje de la profesión docente. Revista de Educación, 354, 47-70.
Guillermo, M., Cárdenas, F. A., y Hernández-Pina, F. (2018). Enfoques de enseñanza y enfoques de aprendizaje perspectivas teóricas promisorias para el desarrollo de investigaciones en educación en ciencias, Ciencia & Educação, 24(4), 993-1012.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis, 7th. ed. Prentice Hall.
Hatlevik, I. K. R., & Hatlevik, O.E. (2018). Students’ evaluation of digital information: The role teachers play and factors that influence variability Human Behavior, 83, 56-63. https://doi.org/10.1016/j.chb.2018.01.022
Kenny, D. A. (2012). Structural equation modeling. Sage.
King, F., Logan, A., & Lohan, A. (2019). Self-study enabling understanding of the scholarship of teaching and learning: An exploration of collaboration among teacher educators for special and inclusive education. Studying Teacher Education, 15(2), 118-138. https://doi.org/10.1080/17425964.2019.1587607
König, J., Ligtvoeta, R., Klemenza, S., & Rothlandb, M. (2017). Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes. Studies in Educational Evaluation, 53, 122-133. https://doi.org/10.1016/j.stueduc.2017.03.001
Martínez, N., Miralles, P., & Navarro, E. (2009). Análisis de cómo los docentes plantean el inicio de las clases, desde la perspectiva del alumnado. Revista de Educación, 348, 413-433. https://n9.cl/temoz
Miralles, P., Gómez, C. J., Arias, V., & Fontal, O. (2019). Digital resources and didactic methodology in the initial training of History teachers. Comunicar. Media Education Research Journal, 27(2), 41-51. https://doi.org/10.3916/C61-2019-04
Miralles, P., Gómez, C. J., & Monteagudo, J. (2019). Perceptions on the use of ICT resources and mass-media for the teaching of History. A comparative study among future teachers of Spain-England. Educación XX1, 22(2), 187-211. https://doi.org/10.5944/educXX1.21377
Monroy, F., Hernández-Pina, F., & González-Geraldo, J. L. (2015). A psychometric analysis of the approaches to teaching inventory (ATI) and a proposal for a Spanish version (S-ATI-20). Anales de Psicología, 31(1), 172–183. https://doi.org/10.6018/analesps.31.1.190261
Moreno-Guerrero, A. J., Aznar-Díaz, I., Cáceres-Reche, P., & Alonso-García, S. (2020). E-learning in the teaching of mathematics: an educational experience in adult high school. Mathematics, 8(5), 840. https://doi.org/10.3390/math8050840
Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76(2), 405–419. https://doi.org/10.1348/000709905X43571
Ramírez-García, A., & González-Fernández, N. (2016). Competencia mediática del profesorado y del alumnado de educación obligatoria en España [Media competence of teachers and students of compulsory education in Spain]. Comunicar, 24(49), 49-58.
Rivero, M. P., & Mur, L. (2015). Aprender ciencias sociales en la web 2.0. Iber: Didáctica de las Ciencias Sociales, Geografía e Historia, 80, 30-37.
Rodríguez-Medina, J., Gómez-Carrasco, C. J., Miralles-Martínez, P., & Aznar-Díaz, I. (2020). An evaluation of an intervention programme in teacher training for geography and history: A reliability and validity analysis. Sustainability, 12(8), 3124. https://doi.org/10.3390/su12083124
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
Soler, M. G., Cárdenas, F. A., y Hernández-Pina, F. (2018). Enfoques de enseñanza y enfoques de aprendizaje: perspectivas teóricas promisorias para el desarrollo de investigaciones en educación en ciencias. Ciência & Educação (Bauru), 24(4), 993-1012.
Steiger, J. H. (1990). Structural model evaluation and modification. Multivariate Behavioral Research, 25(2), 214-12. https://doi.org/10.1207/s15327906mbr2502_4
Stes, A., De Maeyer, S., y Van Petegem, P. (2010). Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory. Learning Environment Research, 13, 59-73. https://doi.org/10.1007/s10984-009-9066-7
Thompson, M. (2019). Early childhood pedagogy in a socio-cultural medley in Ghana: Case studies in kindergarten. International Journal of Early Childhood, 51(2), 177-192. https://doi.org/10.1007/s13158-019-00242-7
Timmerman, M. E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209-220. https://doi.org/10.1037/a0023353
Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to teaching inventory. Higher Education Research & Development, 24(4), 349–360. https://doi.org/10.1080/07294360500284730
Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in science teachers’ approach to teaching. Higher education, 32(1), 77-87. https://doi.org/10.1007/BF00139219
Ventura-León, J. L., & Caycho-Rodríguez, T. (2017). El coeficiente Omega: un método alternativo para la estimación de la confiabilidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15(1), 625-627. https://n9.cl/ploh1
Yunga-Godoy, D., Loaiza, M. I., Ramón-Jaramillo, L. N., & Puertas, L. (2016). Enfoques de la enseñanza en educación universitaria: Una exploración desde la perspectiva latinoamericana. Profesorado. Revista de Currículum y Formación de Profesorado, 20(3), 313-333. https://n9.cl/38lp3
Zurita, F., Viciana, V., Padial, R., & Cepero, M. (2017). Levels of satisfaction to the degree of Master of senior students. Profesorado. Revista de Curriculum y Formacion de Profesorado, 21(1), 349-367.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Cosme J. Gómez Carrasco, Jairo Rodríguez-Medina, Álvaro Chaparro Sainz, Santiago Alonso García
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Educación XX1 is published under a Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0)
