Digital resources and didactic methodology in the initial training of History teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
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. 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.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it