<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000300906</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimientos tecnopedagógicos y disciplinares en los docentes de primaria y los factores demográficos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento técnico-pedagógico e disciplinar em professores do ensino fundamental e fatores demográficos]]></article-title>
<article-title xml:lang="en"><![CDATA[Techno-pedagogical and disciplinary knowledge of primary school teachers and demographic factors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paidican Soto]]></surname>
<given-names><![CDATA[Miguel Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arredondo Herrera]]></surname>
<given-names><![CDATA[Pamela Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>906</fpage>
<lpage>916</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000300906&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000300906&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000300906&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La integración de las nuevas tecnologías representa un reto para la sociedad y la escuela no es ajena a esta realidad, donde el rol del profesorado es clave para un desarrollo adecuado. El objetivo del presente artículo es exponer los resultados obtenidos del análisis de los conocimientos presentados por docentes, con relación al contexto y los componentes del Conocimiento Tecnológico Pedagógico del Contenido. La metodología estuvo basada en aspectos cuantitativos, no experimentales y transaccionales. Se realizaron análisis descriptivos, comparativos y correlacionales por medio SPSS, versión 26. La muestra no probabilística estuvo compuesta por 355 docentes de educación primaria de la provincia de Valparaíso. Se utilizó como instrumento el cuestionario del Conocimiento Tecnológico Pedagógico del Contenido adaptado a la realidad chilena. Los resultados dejan de manifiesto que los docentes presentaron mayores conocimientos pedagógicos y disciplinares en comparación con los tecnológicos. Las docentes mujeres exhibieron mayores niveles de conocimientos en la mayoría de las dimensiones del Conocimiento Tecnológico Pedagógico del Contenido. Por su parte, los docentes de colegios particulares subvencionados y con formación de magister, mostraron mejores resultados en todas las dimensiones del Conocimiento Tecnológico Pedagógico del Contenido. Además, se confirmó la existencia de correlaciones positivas entre las variables estudiadas, destacando las relacionadas con el conocimiento tecnológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A integração das novas tecnologias representa um desafio para a sociedade e a escola não está alheia a esta realidade, onde o papel do professor é fundamental para um desenvolvimento adequado. O objetivo deste artigo é expor os resultados obtidos a partir da análise do conhecimento apresentado pelos professores, em relação ao contexto e aos componentes do Conhecimento Tecnológico Pedagógico do Conteúdo. A metodologia foi baseada em aspectos quantitativos, não experimentais e transacionais. As análises descritivas, comparativas e correlacionais foram realizadas no SPSS, versão 26. A amostra não probabilística foi composta por 355 professores primários da província de Valparaíso. Utilizou-se como instrumento o questionário de Conhecimento Tecnológico Pedagógico de Conteúdo adaptado à realidade chilena. Os resultados mostram que os professores apresentaram maior conhecimento pedagógico e disciplinar em relação aos tecnológicos. As professoras apresentaram níveis mais elevados de conhecimento na maioria das dimensões do Conhecimento Pedagógico Tecnológico do Conteúdo. Por sua vez, professores de escolas particulares subsidiadas com mestrado apresentaram melhores resultados em todas as dimensões do Conhecimento Tecnológico Pedagógico do Conteúdo. Além disso, confirmou-se a existência de correlações positivas entre as variáveis estudadas, com destaque para aquelas relacionadas ao conhecimento tecnológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The integration of modern technologies is a challenge for society, and schools are no stranger to this reality, where the role of teachers is key to their adequate development. The aim is to present the results obtained from the analysis of the knowledge presented by teachers in relation to the context and components of Technology, Pedagogy and Content Knowledge. The method was based on quantitative, non-experimental and transactional aspects. Descriptive, comparative and correlational analyzes were carried out using SPSS version 26. The non-probabilistic sample consisted of 355 basic education teachers from the province of Valparaíso. The Technology, Pedagogy and Content Knowledge questionnaire adapted to the Chilean reality was used as an instrument. The results show that teachers had higher levels of pedagogical and disciplinary knowledge compared to technology teachers. Female teachers showed higher levels of knowledge in most of the Technology, Pedagogy and Content Knowledge dimensions. On the other hand, teachers from private subsidized schools and those with master's degrees showed better results in all dimensions of the Technology, Pedagogy and Content Knowledge. In addition, the existence of positive correlations between the variables studied was confirmed, highlighting those related to technological knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento de los profesores]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Tecnológico Pedagógico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[docentes de primaria]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[integración de la tecnología]]></kwd>
<kwd lng="pt"><![CDATA[saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educativa]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Tecnológico Pedagógico do Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[professores primários]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professor]]></kwd>
<kwd lng="pt"><![CDATA[integração de tecnologia]]></kwd>
<kwd lng="en"><![CDATA[knowledge of teachers]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[Technology, Pedagogy and Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[primary school teachers]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[integration of technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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