Competencias del conocimiento tecnológico pedagógico del contenido (TPACK) de los profesores de educación física y deportes: una investigación de diseño mixto
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https://doi.org/10.17979/sportis.2025.11.3.11870Resumen
El objetivo era determinar si existían diferencias en las competencias de conocimiento del contenido pedagógico tecnológico de los profesores de educación física y deporte en función de diversas variables. Para ello, se empleó un diseño explicativo secuencial de método mixto, en el que se combinaron datos cuantitativos y cualitativos. El grupo de investigación del estudio estaba formado por 712 profesores en la parte cuantitativa y 26 en la cualitativa. Los instrumentos de recogida de datos fueron el formulario de información personal, la Escala de Competencia en Conocimientos de Contenido Pedagógico Tecnológico y el formulario de entrevista estructurada. Los datos cuantitativos obtenidos se analizaron en el programa Jamovi 2.0.0. Para el análisis de los datos cuantitativos se utilizaron las pruebas t de Student, U de Mann-Whitney y ANOVA unidireccional. Los datos cualitativos obtenidos se analizaron en el programa MaxQda. Según los resultados del estudio, se encontraron diferencias estadísticamente significativas en cuanto al género, la edad, el nivel educativo, el tipo de institución, el acceso a la tecnología, el nivel de uso de la tecnología, la antigüedad y la región de destino en las subdimensiones de TK, TCK, TPK y TPACK de los profesores de educación física (p < 0,05). Según los resultados de los datos cualitativos, se encontraron diferencias en función del género, la edad y la antigüedad
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