Digital resources and didactic methodology in the initial training of History teachers

Miralles-Martínez, Pedro, Gómez-Carrasco, Cosme J., Arias-González, Víctor B. and Fontal-Merillas, Olaia Digital resources and didactic methodology in the initial training of History teachers. Comunicar, 2019, vol. 27, n. 61, pp. 45-56. [Journal article (Paginated)]

[thumbnail of Text in English]
Preview
Text (Text in English)
c6104en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (3MB) | Preview
[thumbnail of Texto en español]
Preview
Text (Texto en español)
c6104es.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (2MB) | Preview

English abstract

This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman’s theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers’ digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom.

Spanish abstract

El objetivo de este trabajo es analizar los vínculos entre las percepciones del profesorado en formación sobre el uso de los recursos digitales en el aula de Secundaria, y sus concepciones metodológicas y epistemológicas. Las teorías de Shulman siguen orientando en gran medida las investigaciones sobre el conocimiento del profesorado. Sin embargo, el impacto de las nuevas tecnologías ha impulsado nuevos enfoques, como el T-PACK, que incide en la competencia digital docente. Para abordar este objetivo se ha recogido información de un cuestionario implementado en 22 universidades, 13 españolas (344 participantes) y 9 inglesas (162 participantes). Los análisis de datos se realizaron en tres fases: a) exploración de la estructura de las valoraciones sobre la utilidad de los recursos digitales mediante análisis de clases latentes; b) estimación de los modelos factoriales confirmatorios para las variables procesos de evaluación, Historia como materia formativa, y competencias históricas; c) estimación de las diferencias entre clases. Los resultados mostraron cuatro perfiles de respuesta en función de la opinión sobre el uso de los recursos en el aula, y polarizadas en torno a dos ítems: cómics y videojuegos. También se ha podido comprobar importantes diferencias entre clases en cuestiones metodológicas (prácticas tradicionales e innovadoras); y diferencias menos importantes sobre percepciones epistemológicas y de desarrollo de competencias históricas en el aula.

Item type: Journal article (Paginated)
Keywords: ICT; mass media; digital competence; secondary education; teacher education; didactic methodology; questionnaire; history; TIC; medios; competencia digital; educación secundaria; formación docente; metodología didáctica; cuestionario; historia
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 31 Mar 2020 08:04
Last modified: 31 Mar 2020 08:04
URI: http://hdl.handle.net/10760/39435

References

Alonso-Tapia, J., & Garrido, H. (2017). Evaluar para el aprendizaje. Evaluación de la comprensión de textos no escritos. Electronic Journal of Research in Educational Psychology, 15(1), 164-184. https://doi.org/10.14204/ejrep.41.16020

Barnes, N., Fives, H., & Dacey, C. (2017). U.S. teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116. https://doi.org/10.1016/j.tate.2017.02.017

Blömeke, S., Busse, A., Kaiser, G., König, J., & Sühl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46. https://doi.org/10.1016/j.tate.2016.02.003

Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Publications. https://bit.ly/2Qe7mzI

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

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. https://doi.org/10.1016/c2013-0-10517-x

Colomer, J.C., Sáiz, J., & Bel, J.C. (2018). Competencia digital en futuros docentes de Ciencias Sociales en Educacio?n Primaria: ana?lisis desde el modelo TPACK. Educatio Siglo XXI, 36(1), 107-128. https://doi.org/10.6018/j/324191

Cózar, R., & Sáez, J.M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: An experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(2), 1-11. https://doi.org/10.1186/s41239-016-0003-4

Darling-Hammond, L. (2006). Assessing teacher education. The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796

Delgado-Algarra, E.J. (2017). Comics as an educational resource in the teaching of social science: Socio-historical commitment and values in Tezuka’s manga. Culture & Education, 4, 848-862. https://doi.org/10.1080/11356405.2017.1370819

Engen, B.K., & Giæver, T.H., & Mifsud, L. (2015). Guidelines and regulations for teaching digital competence in schools and teacher education: A weak link? Nordic Journal of Digital Literacy, 10(2). https://bit.ly/2WcRDGl

Fives, H., & Buehl, M.M. (2014). Exploring differences in practicing teachers' valuing of pedagogical knowledge based on teaching ability beliefs. Journal of Teacher Education, 65(5), 435-448. https://doi.org/10.1177/0022487114541813

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

Gisbert, M., González, J., & Esteve, F. (2016). Competencia digital y competencia digital docente: Una panorámica sobre el estado de la cuestión. RIITE. Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 74-83. https://doi.org/10.6018/riite/2016/257631

Go?mez, C.J., & Miralles, P. (2016). Historical skills in compulsory education: Assessment, inquiry based strategies and students’ argumentation. Journal of New Approaches in Educational Research, 5(2), 130-136. https://doi.org/10.7821/naer.2016.7.172

González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341-354. https://doi.org/10.1016/j.tate.2018.02.003

González-Fernández, N., Gozálvez-Pérez, V., & Ramírez-García, A. (2015). La competencia mediática en el profesorado no universitario. Diagnóstico y propuestas formativas. Revista de Educación, 367, 117-146. https://doi.org/10.4438/1988-592X-RE-2015-367-284

Guerrero-Roldán, A.E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46. https://doi.org/10.1016/j.iheduc.2018.04.005

Hagenaars, J.A., & McCutcheon, A.L. (Eds.). (2002). Applied latent class analysis. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511499531

Hatlevik, I.K.R., & Hatlevik, O.E (2018). Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behavior. Computers in Human Behavior, 83, 56-63. https://doi.org/10.1016/j.chb.2018.01.022

Hatlevik, O.E., & Christophersen, K.A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247. https://doi.org/10.1016/j.compedu.2012.11.015

Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Instefjord, E.J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016

Kirschner, P.A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or Failure? London-New York: Routledge. https://doi.org/10.4324/9780203878842

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S.,…Baumert, J. (2012). Teachers´ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, XX(X), 1-17. https://doi.org/10.1177/0022487112460398

Ko?nig, J., Ligtvoet, R., Klemenz, 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

Koehler, J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.), The handbook of technological pedagogical content knowledge for educators (pp. 3-28). New York: Routledge. http://bit.ly/2MORJk9

Koh, J.H.L., & Divaharan, H. (2011). Developing pre-service teachers' technology integration expertise through the tpack-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. https://doi.org/10.2190/ec.44.1.c

Landers, R.M., & Amstrong, M.B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced training effectiveness model. Computers in Human Behavior, 71, 499-507. https://doi.org/10.1016/j.chb.2015.07.031

Lo, Y., Mendell, N.R., & Rubin, D.B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767-778. https://doi.org/10.1093/biomet/88.3.767

Lorenzo-Seva, U., & Ferrando, P.J. (2006). Factor: A computer program to fit the exploratory factor analysis model. Behavior research methods, 38(1), 88-91. https://doi.org/10.3758/BF03192753

Martínez-Hita, M., & Gómez, C.J. (2018). Nivel cognitivo y competencias de pensamiento histórico en los libros de texto de Historia de España e Inglaterra. Un estudio comparativo. Revista de Educación, 379, 145-169. https://doi.org/10.4438/1988-592X-RE-2017-379-364

Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teacher. Teaching and Teacher Education, 66, 158-170. https://doi.org/10.1016/j.tate.2017.04.010

Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers' emerging pedagogical content knowledge. Journal of Teacher Education, 62(3), 260-272. https://doi.org/10.1177/0022487110397842

Muthén, L.K., & Muthén, B. (2015). Mplus. The comprehensive modelling program for applied researchers: user’s guide. Los Angeles: Muthén & Muthén. https://bit.ly/2whpKPb

Oliveira, C., Lopez, J., & Spear-Swerling, L. (2019). Teachers’ academic training for literacy instruction. European Journal of Teacher Education, 43, 315-334. https://doi.org/10.1080/02619768.2019.1576627

Raftery, A.E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111-163. https://doi.org/10.2307/271063

Ramírez-García, A., & González-Fernández, N. (2016). Media competence of teachers and students of compulsory education in Spain. [Competencia mediática del profesorado y del alumnado de educación obligatoria en España]. Comunicar, 24(49), 49-58. https://doi.org/10.3916/C49-2016-05

Sapsford, R., & Jupp, V. (2006). Data collection and analysis. London: Sage. https://doi.org/10.4135/9781849208802

Saris, W.E., Satorra, A., & Van-der-Veld, W.M. (2009). Testing structural equation models or detection of misspecifications? Structural Equation Modeling, 16(4), 561-582. https://doi.org/10.1080/10705510903203433

Shulman, L. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Stufflebeam, D.L., & Shinkfield, A.J. (2007). Evaluation theory, models, and applications. San Francisco: Jossey-Bass. http://bit.ly/2XQQ0fq

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

Van-Drie, J., & Van-Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing student’s reasoning about the past. Educational Psychology Review, 20, 87-110. https://doi.org/10.1007/s10648-007-9056-1

VanSledright, B.A., & Reddy, K. (2014). Changing Epistemic Beliefs? An exploratory study of cognition among prospective history teacher. Tempo e Argumento, 6(11), 28-68. https://doi.org/10.5965/2175180306112014028

Özdener, N. (2018). Gamification for enhancing Web 2.0 based educational activities: The case of pre-service grade school teachers using educational Wiki pages. Telematics and Informatics, 35, 564-578. https://doi.org/10.1016 /j.tele.2017.04.003


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item