Techno-pedagogical and disciplinary knowledge of primary school teachers and demographic factors

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Published: Jun 29, 2022
Keywords:
knowledge of teachers, educational technology, Technology, Pedagogy and Content Knowledge, primary school teachers, teacher training, integration of technology.

Main Article Content

Miguel Angel Paidican Soto
Universidad de Barcelona
Pamela Alejandra Arredondo Herrera
Universidad de Granada

Abstract

The integration of modern technologies is a challenge for society, and schools are no stranger to this reality, where the role of teachers is key to their adequate development. The aim is to present the results obtained from the analysis of the knowledge presented by teachers in relation to the context and components of Technology, Pedagogy and Content Knowledge. The method was based on quantitative, non-experimental and transactional aspects. Descriptive, comparative and correlational analyses were carried out using SPSS version 26. The non-probabilistic sample consisted of 355 basic education teachers from the province of Valparaíso. The Technology, Pedagogy and Content Knowledge questionnaire adapted to the Chilean reality was used as an instrument. The results show that teachers had higher levels of pedagogical and disciplinary knowledge compared to technology teachers. Female teachers showed higher levels of knowledge in most of the Technology, Pedagogy and Content Knowledge dimensions. On the other hand, teachers from private subsidized schools and those with master's degrees showed better results in all dimensions of the Technology, Pedagogy and Content Knowledge. In addition, the existence of positive correlations between the variables studied was confirmed, highlighting those related to technological knowledge.

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How to Cite
Paidican Soto, M. A., & Arredondo Herrera, P. A. (2022). Techno-pedagogical and disciplinary knowledge of primary school teachers and demographic factors. Mendive. Journal on Education, 20(3), 906–916. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2949
Issue
Vol. 20 No. 3 (2022): July-september
Section
ARTICLES
Author Biographies

Miguel Angel Paidican Soto, Universidad de Barcelona

PhD Student, “Education y Sociedad”, Universidad de Barcelona, España. Master Investigación e Innovación en Currículum y Formación, Universidad de Granada. Magister en Administración Educacional mención Gestión Educativa. Licenciado en educación y Profesor de Educación General Básica, Universidad de Playa Ancha, Chile.

Pamela Alejandra Arredondo Herrera, Universidad de Granada

Master en Intervención Psicopedagógica, Universidad de Granada. Licenciado en educación y Profesor de Educación General Básica, Universidad de Playa Ancha, Chile

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