Diseño y validación de una rúbrica para determinar niveles de conocimientos tecnológicos del marco TPACK en docentes en ejercicio
DOI:
https://doi.org/10.51660/ripie.v4i1.136Palabras clave:
TPACK, rúbrica, entrevista, tecnología, profesoresResumen
Antecedentes: El marco TPACK es un modelo de referencia para la adecuada integración de la tecnología en las prácticas de aula de los profesores. Este estudio se propuso como objetivos la validación de una entrevista semiestructurada que indague a profesores en ejercicio acerca de los conocimientos tecnológicos del TPACK, y posteriormente desarrollar una rúbrica que permita establecer los niveles de estos conocimientos. Métodos: La validación de la entrevista se llevó a cabo mediante juicio de expertos y sus resultados se analizaron a la luz del coeficiente de validez de contenido (CVC) de Hernández-Nieto (2002). La rúbrica se elaboró teniendo como insumo la codificación de las entrevistas realizadas a 18 profesores en ejercicio de primaria y secundaria. Resultados: De la entrevista inicial, 7 preguntas se mantuvieron iguales, 2 se retiraron del cuestionario, y 10 fueron modificadas de acuerdo con las observaciones realizadas por los jueces. La rúbrica quedó compuesta por tres niveles (Alto-Medio-Básico) en cada uno de los constructos de base tecnológica del TPACK (TK-TPK-TCK-TPACK). Conclusiones: La rúbrica resultante puede ser adaptada para establecer los niveles de los conocimientos tecnológicos del TPACK a partir de observaciones de clase.
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