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El acceso del profesorado de Música a la docencia en Educación Secundaria
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El acceso del profesorado de Música a la docencia en Educación Secundaria (2022)El acceso del profesorado de Música a la …Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST) (2021)Technological Pedagogical con…Sustainability and Digital Teaching Competence in Higher Education (2021)Sustainability and Digital Te…La Educación Musical en España dentro del currículo obligatorio de educación secundaria. Estudio comparado entre comunidades autónomas (2020)La Educación Musical en Españ…La formación del profesorado de Secundaria: La eterna pesadilla (2019)La formación del profesorado …Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis (2019)Exploring primary school teac…Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study (2019)Enhancing pre-service teacher…Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade (2019)Considering Contextual Knowle…La Educación Musical en el actual currículo español. ¿Qué formación recibe el alumnado en la enseñanza Primaria? (2018)La Educación Musical en el ac…Evaluation, educational policy reforms, and their implications for arts education (2018)Evaluation, educational polic…Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning (2018)Enhancing and Modeling Teache…Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Technological Pedagogical Con…Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Cognition and the Culture of Learning (1989)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Teacher Technology Change (2010)What is Technological Pedagogical Content Knowledge (TPACK)? (2013)Technological Pedagogical Content Knowledge (TPACK) (2009)A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies (2012)TPACK design scaffolds for supporting teacher pedagogical change (2018)Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers (2021)The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption (2022)Métodos de investigación educativa (1990)Social Research: Issues, Methods and Process. (1994)La música como ámbito de educación. Educación «por» la música y educación «para» la música (2011)Adaptations of music education in primary and secondary school due to COVID-19: the experience in Spain (2021)Estudio y análisis de la evolución de los estudiantes matriculados en titulaciones de Educación Musical en la Universidad Autónoma de Madrid (2021)The Educational Imagination: On the Design and Evaluation of School Programs (1994)Evaluation Models: Viewpoints on Educational and Human Services Evaluation (2000)Art for Art's Sake? (2012)Analyzing instrumental music education models: a four-dimension tool (2022)Handbook of Qualitative Research. (1995)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language (2019)Using epistemic network analysis and self-reported reflections to explore students' metacognition differences in collaborative learning (2020)Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge (2005)Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model (2020)Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans (2020)Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model (2021)Toward a Conceptual Framework for Mixed-Method Evaluation Designs (1989)Structural equation modeling with LISREL, PRELIS, and SIMPLIS basic concepts, applications, and programming (1998)The standards for educational and psychological testing. (2013)Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review (2020)Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study (2021)Teachers’ technology use for teaching: Comparing two explanatory mechanisms (2021)Profesorado, cultura y postmodernidad: cambian los tiempos, cambia el profesorado (1996)El derecho de aprender: crear buenas escuelas para todos (2001)Preparing teachers for a changing world: what teachers should learn and be able to do (2005)Factors affecting technology integration in K-12 classrooms: a path model (2009)Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review (2015)Challenges and Solutions when Using Technologies in the Classroom (2016)A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China (2022)Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior (2022)Technology use during teaching practicum: beliefs/knowledge in urban and suburban schools (2025)Three Approaches to Qualitative Content Analysis (2005)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Bridging Boundaries to Acquire Research and Professional Skills: Reflecting on the Impact and Experiences of Technology-Enabled Collaborative Cross-Institutional and Transnational Social Work Placement Projects (2024)
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References

  • 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge12,552 cited
  • 2019Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade517 cited
  • 2019Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study277 cited
  • 2021Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST)230 cited
  • 2018Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning126 cited
  • 2019Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis96 cited
  • 2021Sustainability and Digital Teaching Competence in Higher Education66 cited
  • 2019La formación del profesorado de Secundaria: La eterna pesadilla62 cited
  • 2018La Educación Musical en el actual currículo español. ¿Qué formación recibe el alumnado en la enseñanza Primaria?22 cited
  • 2018Evaluation, educational policy reforms, and their implications for arts education11 cited
  • 2020La Educación Musical en España dentro del currículo obligatorio de educación secundaria. Estudio comparado entre comunidades autónomas10 cited

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