Recursos digitales y enfoques de enseñanza en la formación inicial del profesorado de Historia

  1. Cosme J. Gómez Carrasco 1
  2. Jairo Rodríguez-Medina 2
  3. Álvaro Chaparro Sainz 3
  4. Santiago Alonso García 4
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  3. 3 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  4. 4 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

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Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2022

Volume: 25

Issue: 1

Pages: 143-170

Type: Article

DOI: 10.5944/EDUXX1.30483 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning.Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain.As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted.

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