Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

中文翻译：

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评估教育工作者在社会研究中的数字能力：使用TPACK-21模型的初始教师培训分析

培养教育者的数字能力是在初始教师培训中可以解决的关键方面。TPACK模型（Mishra＆Koehler，2006）可以用一种方法加以补充，该方法考虑了“数字教育者的能力”框架（Redecker＆Punie，2017）和21世纪的能力。这项研究分析了此概念模型的实际效用，以及在两个学年中与社会研究中学教育的准教师在大学环境中进行教学干预的有效性。该研究使用定量方法和TPACK-21问卷（Valtonen等人，2017），研究了参与者的起点和演变。结果表明，在评估了七个因素之后，所使用的框架和工具是否适当以及在能力方面取得了有利的进展。尽管职前教师对他们将技术与教学法和内容知识相结合的能力表现出较低的信心，尤其是在三个方面，但在干预之后这一障碍得以克服。可以得出结论，该教学建议的教学和概念取向已显示出积极的效果，证明了一种能够适应社会研究教育的特殊性和挑战的综合方法的有效性。特别是在三个组成部分中，这一障碍在干预后得以克服。可以得出结论，该教学建议的教学和概念取向已显示出积极的效果，证明了一种能够适应社会研究教育的特殊性和挑战的综合方法的有效性。特别是在三个组成部分中，这一障碍在干预后得以克服。可以得出结论，该教学建议的教学和概念取向已显示出积极的效果，证明了一种能够适应社会研究教育的特殊性和挑战的综合方法的有效性。