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Vol. 26. Issue 1.
Pages 53-61 (January - June 2021)
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Vol. 26. Issue 1.
Pages 53-61 (January - June 2021)
Original
Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers
Pedagogía digital y aprendizaje cooperativo: Efecto sobre los conocimientos tecnológicos y pedagógicos del contenido y el rendimiento académico en formación inicial docente
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Lourdes Meroñoa,*, Antonio Calderónb, José L. Arias-Esteroa
a Faculty of Sport, UCAM Catholic University of Murcia, Spain
b Department of Physical Education and Sport Sciences, University of Limerick, Ireland
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Tables (3)
Table 1. Description of TPACK (from Abbitt, 2011)
Table 2. Descriptive statistics and intergroup analysis of each dependent variable in pretest and posttest
Table 3. Correlation coefficients between the dependent variables in EG1, EG2, and CG
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Abstract

Given the growing role of digital technology and its relevance in the national curriculum, the design and enactment of aligned pedagogies is a challenge for the community of teacher education. This research aims to explore: (a) whether Technological Pedagogical Content Knowledge (TPACK) model and cooperative learning (CL) facilitate preservice teachers’ perception of TPACK and academic achievement; and (b) whether there is a relationship between preservice teachers’ perception of TPACK and their academic achievement. A quasi-experimental pretest–posttest design with three groups (n=293) was performed for 15 weeks. One group has experienced a pedagogical approach based on TPACK and small-group work. A second group experienced a pedagogical approach based on TPACK and CL. A control group experienced a teacher-centered pedagogical approach and individual assignments. Main findings show that the two experimental groups improved their perception of TPACK and their academic achievement. However, statistically significant improvements were found favoring the group that experienced TPACK and CL. The prediction model also showed that TPACK predicted the academic achievement of pre-service teachers who also experienced TPACK and CL. In summary, digital pedagogies based on TPACK and CL improve pre-service teachers’ TPACK and academic achievement. The use of these pedagogies could influence the development of the digital competence of future teachers. Increasing the digital competence of future teachers is indeed a crucial aspect, given the current social and pedagogical scenario.

Keywords:
Digital competence
Teaching/learning strategies
Technology training
Structural equation modeling
Resumen

Ante el creciente rol de la tecnología digital y su importancia en los currículos educativos, el diseño y la aplicación de metodologías adaptadas es un desafío para la comunidad educativa. Esta investigación persigue conocer: (a) si una metodología basada en el modelo Technological Pedagogical Content Knowledge (TPACK) y el aprendizaje cooperativo (AC) favorece la mejora de la percepción de los conocimientos TPACK y el rendimiento académico de alumnado universitario; y (b) si hay relación entre la percepción de los conocimientos TPACK y el rendimiento académico. El diseño es cuasi-experimental de medidas pretest-postest con tres grupos de clase (n=293) durante 15 semanas. Un grupo ha experimentado una metodología basada en el modelo TPACK y tareas grupales. Un segundo grupo ha desarrollado una metodología basada en el modelo TPACK y AC. Un grupo control ha seguido una metodología centrada en el docente y tareas individuales. Los resultados muestran que los dos grupos experimentales mejoran la percepción de los conocimientos TPACK y el rendimiento académico. Sin embargo, se hallan mejoras estadísticamente significativas a favor del grupo que sigue ambos modelos. El modelo de predicción muestra que la percepción de los conocimientos TPACK predice el rendimiento académico del grupo que desarrolla tareas TPACK cooperativas. Por tanto, pedagogías digitales basadas en los modelos TPACK y AC mejoran los conocimientos TPACK y el rendimiento académico de estudiantes en formación inicial docente. Su uso puede favorecer además, el desarrollo de la competencia digital de los futuros docentes. Aspecto determinante en el escenario pedagógico y social actual.

Palabras clave:
Competencia digital
Estrategias de enseñanza/aprendizaje
Formación digital
Modelo de ecuaciones estructurales

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