Research Impact: This research aims to explore: (a) whether Technological Pedagogical Content Knowledge (TPACK) model and cooperative learning (CL) facilitate preservice teachers’ perception of TPACK and academic achievement; and (b) whether there is a relationship between preservice teachers’ perception of TPACK and their academic achievement. In summary, digital pedagogies based on TPACK and CL improve pre-service teachers’ TPACK and academic achievement. The use of these pedagogies could influence the development of the digital competence of future teachers. Increasing the digital competence of future teachers is indeed a crucial aspect, given the current social and pedagogical scenario.
Meroño, L., Calderón, A., & Arias-Estero, J. L. (in press). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodidáctica. https://doi.org/10.1016/j.psicoe.2020.10.002 (IF=3.050 – 28/263 – Education and Educational Research)