Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

  1. Ana María Ortiz Colón 1
  2. Miriam Agreda Montoro 1
  3. Javier Rodríguez Moreno 1
  1. 1 Universidad de Jaén

    Universidad de Jaén

    Jaén, España


Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Year of publication: 2020

Volume: 23

Issue: 2

Pages: 53-65

Type: Article

DOI: 10.6018/REIFOP.415641 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista electrónica interuniversitaria de formación del profesorado


Cited by

  • Scopus Cited by: 6 (29-05-2023)
  • Dialnet Metrics Cited by: 7 (06-06-2023)
  • Web of Science Cited by: 3 (26-05-2023)
  • Dimensions Cited by: 4 (26-02-2023)

SCImago Journal Rank

  • Year 2020
  • SJR Journal Impact: 0.23
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 928/1693

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 1.240
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 25/233


  • Social Sciences: B

Scopus CiteScore

  • Year 2020
  • CiteScore of the Journal : 1.4
  • Area: Education Percentile: 49

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 0.52
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 443/724


(Data updated as of 26-02-2023)
  • Total citations: 4
  • Recent citations: 3
  • Field Citation Ratio (FCR): 4.29


The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

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