Exploration of the techno-pedagogical and disciplinary knowledge of post-compulsory education professionals

Abstract

The use of information and communication technologies represents a great challenge for teachers, especially in higher education, where students have more technological skills. The purpose of this article is to present the results obtained from the analysis of the technopedagogical and disciplinary knowledge presented by professionals who teach in post-compulsory education. The methodology was based on quantitative, non-experimental and transactional aspects. The non-probabilistic sample consisted of 51 professionals from the areas of Humanities and social sciences, Administration and commerce, Health, Basic sciences. Descriptive, comparative and contrast analyses of variables were performed. The data were analyzed with SPSS 27 and JASP 0.16.2 programs. The results show that professionals obtain better results in the TPK and PK dimensions. In relation to gender, women performed better than men in the TK, PK, TCK and TPACK dimensions, although there were no statistically significant differences. On the other hand, professionals in the humanities and social sciences, with more than 12 years of experience and who work less than 10 hours per week, show superior results in most of the TPACK dimensions.