Technological, pedagogical, and content knowledge and its relationship with digital competencies in psychology teachers
DOI:
https://doi.org/10.15517/qs783m72Keywords:
digital skills, teaching skills, university teaching, remote teachingAbstract
The need to incorporate digital technologies into the educational sphere intensified following the challenges imposed by the COVID-19 pandemic on educational systems worldwide, making it relevant to investigate the digital competencies and the technological, pedagogical, and disciplinary knowledge of university faculty, particularly in fields such as Psychology, where the integration of technology encounters tensions between humanistic training and contemporary demands for educational innovation. In this context, the present study aimed to characterize the technological, pedagogical, and content knowledge (TPACK), in addition to the digital competences in teachers of a psychology faculty at a private university was characterized, covering two of its campuses. 126 teachers participated (69.0% women, 31% men) with an average of 11.43 years teaching at the university, who were selected through a non-probabilistic sampling, for convenience. A quantitative simple correlational design was used, through an online survey that included a questionnaire aimed at investigating variables of the teaching task, in addition to the Community College TPACK Survey for Meaningful Learning (CC-TSML), adapted and translated for the study, in addition to the version previously adapted in Chile for the ICT Competence Questionnaire for teachers. Statistically significant relationships are observed between the dimensions of the constructs of interest, in addition to adequate psychometric properties in both scales. Sex, academic degree, curricular area and having received relevant training seem to be relevant when explaining the differences in TPACK. Among the main findings, the positive effect of continuous training on the development of these competencies stands out. Additionally, the study invites reflection on the effects of gender socialization on self-perception and performance in digital environments.
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