Conocimiento tecnológico didáctico y del contenido de profesores chilenos

Références bibliographiques

• Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. doi:10.1080/21532974.2011.10784670
• Angeli, C.; Valanides, N. (2015). Preface. In C. Angeli y N. Valanides (Eds.), Technological Ped-agogical Content Knowledge. Exploring, Developing, and Assessing TPCK (pp. V-XIII). New York: Springer-Verlag.
• Angeli, C.; Valanides, N. (2009). Epistemological and methodological issues for the conceptual-ization, development, and assessment of ICT-TPCK: Advances in technological pedagog-ical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi:10.1016/j.compedu.2008.07.006
• Archambault, L. M.; Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. doi:10.1016/j.compedu.2010.07.009
• Ay, Y.; Karadağ, E.; Acat, M. B. (2015). The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108. doi:10.1016/j.compedu.2015.04.017
• Badia, A.; Chumpitaz Campos, L.; Vargas D’Uniam, J.; Suárez Díaz, G. (2016). La percepción de la utilidad de la tecnología conforma su uso para enseñar y aprender. Revista electrónica de investigación educativa, 18(3), 95-105. (http://redie.uabc.mx/redie/article/view/810)
• Basto, M.; Pereira, J. M. (2012). An SPSS R-menu for ordinal factor analysis. Journal of statisti-cal software, 46(4), 1-29. doi:10.18637/jss.v046.i04
• Bingimlas, K. (2018). Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3), 1-12. doi:10.15700/saje.v38n3a1496
• Bisquerra, R. (coord.) (2009). Metodología de la Investigación cualitativa (2 ed.). Madrid: Editorial La Muralla.
• Cai, Z.; Fan, X.; Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13. doi:10.1016/j.compedu.2016.11.003
• Del Prete, A.; Cabero Almenara, J.; Halal Orfali, C. (2018). Motivos inhibidores del uso del Mood-le en docentes de educación superior. Campus Virtuales, 7(2), 69-80. (http://www.uajournals.com/ojs/index.php/campusvirtuales/article/download/347/271)
• Deng, F.; Chai, C. S.; So, H. J.; Qian, Y.; Chen, L. (2017). Examining the validity of the techno-logical pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology, 33(3). doi:10.14742/ajet.3508
• Evens, M.; Elen, J.; Depaepe, F. (2015). Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International, 2015, 1-23. doi:10.1155/2015/790417
• Gil-Flores, J.; Rodríguez-Santero, J.; Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449. doi:10.1016/j.chb.2016.11.057
• Hauk, S.; Toney, A.; Jackson, B.; Nair, R.; Tsay, J. J. (2014). Developing a model of pedagogi-cal content knowledge for secondary and post-secondary mathematics instruction. Dia-logic Pedagogy Journal, 2, 16-40. doi:10.5195/DPJ.2014.40
• Hosseini, Z.; Kamal, A. (2012). Questionnaire to Measure Perceived Technology Integration Knowledge of Teachers (TPCK). Proceedings from International Conference of Advanced Information System, E- Education & Development.
• Hosseini, Z.; Kamal, A. (2013). A Survey on Pre-Service and In-Service Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPCK). Malaysian Online Journal of Educational Technology, 1(2), 1-7. (http://www.mojet.net/article/getpdf/56)
• Jang, S. J.; Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338. doi:10.1016/j.compedu.2012.02.003
• Jen, T. H.; Yeh, Y. F.; Hsu, Y. S.; Wu, H. K.; Chen, K. M. (2016). Science teachers’ TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62. doi:10.1016/j.compedu.2015.12.009
• Kabakci Yurdakul, I.; Odabasi, H. F.; Kilicer, K.; Coklar, A. N.; Birinci, G.; Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. doi:10.1016/j.compedu.2011.10.012
• Koehler, M. J.; Mishra, P.; Cain, W. (2015). ¿Qué son los Saberes Tecnológicos y Pedagógicos del Contenido (TPACK). Virtualidad, Educación y Ciencia, 6(10), 9-23. (https://revistas.unc.edu.ar/index.php/vesc/article/download/11552/11983)
• Koehler, M. J.; Shin, T. S.; Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess, Estados Unidos de América: Information Science Reference (Vol. 2, pp. 16-31).
• Koh, J. H. L.; Chai, C. S.; Tsai, C. C. (2013). Examining practicing teachers’ perceptions of tech-nological pedagogical content knowledge (TPACK) pathways: a structural equation mod-eling approach. Instructional Science, 41(4), 793-809. doi:10.1007/s11251-012-9249-y
• Koh, J. H. L.; Chai, C. S. (2014). Teacher clusters and their perceptions of technological peda-gogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi:10.1016/j.compedu.2013.08.017
• Koh, J. H. L.; Chai, C. S. (2016). Seven design frames that teachers use when considering tech-nological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. doi:10.1016/j.compedu.2016.09.003
• Mishra, P.; Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (https://www.learntechlib.org/p/99246/)
• O’Bannon, B. W.; Thomas, K. (2014). Teacher perceptions of using mobile phones in the class-room: Age matters! Computers & Education, 74, 15-25. doi:10.1016/j.compedu.2014.01.006
• Park, S.; Oliver, J. S. (2008). Revisiting the Conceptualization of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261-284. doi:10.1007/s11165-007-9049-6
• Scherer, R.; Siddiq, F.; Teo, T. (2015). Becoming more specific: Measuring and modeling teach-ers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214. doi:10.1016/j.compedu.2015.05.005
• Scherer, R.; Tondeur, J.; Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Peda-gogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. doi:10.1016/j.compedu.2017.04.012
• Schmidt, D. A.; Baran, E.; Thompson, A. D.; Mishra, P.; Koehler, M. J.; Shin, T. (2009a). Survey of preservice teachers’ knowledge of teaching and technology, 1.1. (http://news.cehd.umn.edu/wp-content/uploads/2009/06/TPCK_survey.pdf)
• Schmidt, D. A.; Baran, E.; Thompson, A. D.; Mishra, P.; Koehler, M. J.; Shin, T. (2009b). Techno-logical Pedagogical Content Knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. (https://eric.ed.gov/?id=EJ868626)
• Siddiq, F.; Scherer, R.; Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century educa-tion. Computers & Education, 92-93, 1-14. doi:10.1016/j.compedu.2015.10.006
• Tapia, H. (2017). Orientaciones para la aplicación del Modelo TPACK en la formación de profe-sores de ERE. Revista Electrónica de Educación Religiosa, 7(1), 1-24. (http://www.reer.cl/index.php/reer/article/view/54/55)
• Tapia Silva, H. G. (2018). Actitud hacia las TIC y hacia su integración didáctica en la formación inicial docente. Actualidades Investigativas en Educación, 18(3), 1-29. Doi: https://doi.org/10.15517/aie.v18i3.34437
• Tondeur, J.; Scherer, R.; Siddiq, F.; Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap. Australasian Journal of Educa-tional Technology, 33(3), 46-60. (https://biblio.ugent.be/publication/8553791/file/8553792.pdf)
• Vergara Díaz, C.; Cofré Mardones, H. (2014). Conocimiento Pedagógico del Contenido: ¿el pa-radigma perdido en la formación inicial y continua de profesores en Chile?. Estudios Pe-dagógicos, XI (Número especial), 323-338. doi:10.4067/S0718-07052014000200019