TPACK en Educación Física: la percepción del alumnado frente al profesorado universitario

Abstract

En el ámbito universitario, la integración de las nuevas tecnologías exige generar nuevos recursos y formas de enseñar innovadoras. El modelo TPACK (Tecnological, Pedagogical Content Knowledge) establece los tipos de conocimientos necesarios para la integración efectiva de la tecnología. El objetivo principal de este estudio ha sido contrastar la autopercepción de los docentes universitarios de asignaturas de EF sobre su TPACK con la percepción que tienen los alumnos del TPACK de sus profesores durante el desarrollo de la docencia. Se aplicó la versión española del cuestionario TPACK para docentes de Educación Física en el profesorado y se seleccionaron 16 de sus ítems para el alumnado. Se realizó un análisis descriptivo de los datos tanto de la percepción del alumnado como de la autopercepción del profesorado y se analizaron las diferencias significativas entre ambos. Los resultados muestran que existen coincidencias entre ambas valoraciones excepto en el conocimiento pedagógico del contenido (PK+PCK).

In the university environment, the integration of new technologies requires the generation of new resources and innovative ways of teaching. The TPACK (Technological, Pedagogical Content Knowledge) model establishes the types of knowledge necessary for the effective integration of technology. The main objective of this study was to compare university teachers' self-perception of their TPACK with the students' perception of their teachers' TPACK during the teaching process. A total of 191 university students from the Degree in Physical Activity and Sport Sciences and Physical Education who received classes with the 21 teachers surveyed took part in the study. The Spanish version of the TPACK questionnaire for Physical Education teachers was applied to the teaching staff and 16 of its items were selected for the students. A descriptive analysis of the data on both student perception and teacher self-perception was carried out and significant differences between the two were analysed. The results show that the teachers' self-perception is higher than the students' perception and that there are significant differences in the pedagogical knowledge of the content (PK+PCK). The results show the need to complement the teachers' self-perception with the students' perception.