Análisis Factorial Exploratorio del TPACK: evaluación de la validez de constructo en el contexto de los futuros maestros italianos
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https://doi.org/10.7346/-fei-XXII-02-24_06Palabras clave:
Análisis factorial exploratorio, Futuros maestros, TPACK, Validez de constructoResumen
Este estudio examina la fiabilidad y la validez de constructo del marco de Conocimiento Tecnológico Pedagógico del Contenido (TPACK) entre una muestra de 1.723 futuros maestros italianos mediante un análisis factorial exploratorio (AFE). El análisis sugirió inicialmente siete factores según el modelo original del TPACK, pero un examen adicional reveló cinco factores coherentes: dos factores distintos de Conocimiento Tecnológico (TK), un factor combinado de Conocimiento Tecnológico Pedagógico y del Contenido, un factor fusionado de Conocimiento Pedagógico del Contenido y un dominio distinto de Conocimiento del Contenido. Los valores de bondad de ajuste para el modelo propuesto por el AFE fueron TLI = 0.916 y RMSEA = 0.061 (IC del 90% [0.059, 0.062]). Estos hallazgos confirman la validez de constructo de algunos de los dominios propuestos del modelo TPACK, mientras que también sugieren que ciertos dominios pueden necesitar revisión para una mayor claridad o distinción en algunos elementos y dominios. Este estudio proporciona valiosas ideas para el uso del TPACK en el contexto italiano y de formación de maestros.
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Derechos de autor 2024 Savannah Olivia Mercer, Ylenia Falzone, Alessandra La Marca
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