Isabel María Gómez Trigueros
Biographic Data
| ID | 3470187 |
|---|---|
| NAME | Isabel María Gómez Trigueros |
| GIVEN NAMES | Isabel María Gómez |
| FAMILY NAME | Trigueros |
| SIGNATURE | TRIGUEROS I M G |
| AFFILIATIONS | University of Alicante |
| ORCID | 0000-0003-4666-5035 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Persistence of the digital gender gap
Citizen digital skills are a requirement to participate in today's hyperconnected society. Given this reality, it is essential for teachers to have digital skills to achieve quality education, avoiding digital gaps, including gender gaps. This research aims to analyze the perceptions of self-efficacy of the TPACK-DGG model in teachers in training and confirm their self-perception on the persistence of the digital gender gap on a sample of 887 und…
Brecha de género en la competencia digital docente
La Brecha Digital de Género (BDG) persiste y se intensifica a medida que las tecnologías digitales (TD) se vuelven más complejas. En el ámbito educativo, esta desigualdad adquiere un carácter estratégico, ya que la escuela puede actuar como espacio de compensación mediante prácticas inclusivas. La Competencia Digital Docente (CDD), integrando dimensión ética y perspectiva de género, se configura como una palanca clave para reducir esta brecha. Es…
Género, Mapas Mentales y Competencia Digital Docente en la Percepción Espacial con Perspectiva de Género
Las sociedades han construido sus relaciones y sus estructuras organizativas en el espacio geográfico o territorio. Tales relaciones bidireccionales entre el medio físico y el ser humano han dado como resultado los lugares tal y como los reconocemos. Aunque el territorio se ha considerado un soporte neutro, asexuado, la progresiva introducción del enfoque de género y la Geografía de la Mujer o Feminista han permitido establecer novedosas bases te…
Training and Didactic Proposals for Teaching Floods
This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having…
Teacher Motivation
Different theories addressing the motivational process in educational practice highlight the importance of the teacher's perspective in the effective integration of technologies as pedagogical-didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three…
Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education
This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into a…
Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century
Within the current context of climate emergency, the topic of climate change has become more prominent in secondary education in Spain. However, in general, conceptual confusions arise which should be clarified due to the social importance of climate issues. The objectives of this study, focused on third and fourth year students of ESO (Obligatory Secondary Education) in state schools in a town in the province of Alicante (Region of Valencia, Spa…
Towards an Insertion of Technologies
The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results…
The Digital Gender Gap in Teacher Education
The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory a…
Geographic literacy in spain with mental maps
There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the Grado en Maestro de Educación Primaria (De…
Geolocalizando con TAC
Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 383). A mixed methodology has been implemented, with a descriptive cross-sect…
La interdisciplinariedad y las tecnologías como nuevas estrategias para el aprendizaje del paisaje
La creciente importancia de las Tecnologías de la Información y la Comunicación (TIC) así como la adquisición de competencias clave en la Formación Inicial del Profesorado de Ciencias Sociales obliga a reinventar los procesos de enseñanza y de aprendizaje. Una de las estrategias didácticas que aúna la consecución de contenidos y de capacidades es la interdisciplinariedad con TIC. Partiendo de esta perspectiva, se muestra una intervención de aula …
Las WebQuests y los Moocs en la enseñanza de las Ciencias Sociales y la formación del profesorado de Educación Primaria
Este artículo analiza las experiencias y concepciones metodológicas del profesorado en formación de Educación Primaria sobre el aprendizaje colaborativo con WebQuests y MOOCs en el área curricular de Ciencias Sociales. El estudio centra su interés en la vinculación de estas dos herramientas didácticas a la adquisición de competencias básicas y su potencial para la capacitación en Conocimiento Didáctico del Contenido. Los resultados obtenidos demu…
Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century
Within the current context of climate emergency, the topic of climate change has become more prominent in secondary education in Spain. However, in general, conceptual confusions arise which should be clarified due to the social importance of climate issues. The objectives of this study, focused on third and fourth year students of ESO (Obligatory Secondary Education) in state schools in a town in the province of Alicante (Region of Valencia, Spa…
Teacher Motivation
Different theories addressing the motivational process in educational practice highlight the importance of the teacher's perspective in the effective integration of technologies as pedagogical-didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three…
Geographic literacy in spain with mental maps
There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the Grado en Maestro de Educación Primaria (De…
Las WebQuests y los Moocs en la enseñanza de las Ciencias Sociales y la formación del profesorado de Educación Primaria
Este artículo analiza las experiencias y concepciones metodológicas del profesorado en formación de Educación Primaria sobre el aprendizaje colaborativo con WebQuests y MOOCs en el área curricular de Ciencias Sociales. El estudio centra su interés en la vinculación de estas dos herramientas didácticas a la adquisición de competencias básicas y su potencial para la capacitación en Conocimiento Didáctico del Contenido. Los resultados obtenidos demu…
La interdisciplinariedad y las tecnologías como nuevas estrategias para el aprendizaje del paisaje
La creciente importancia de las Tecnologías de la Información y la Comunicación (TIC) así como la adquisición de competencias clave en la Formación Inicial del Profesorado de Ciencias Sociales obliga a reinventar los procesos de enseñanza y de aprendizaje. Una de las estrategias didácticas que aúna la consecución de contenidos y de capacidades es la interdisciplinariedad con TIC. Partiendo de esta perspectiva, se muestra una intervención de aula …
Geolocalizando con TAC
Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 383). A mixed methodology has been implemented, with a descriptive cross-sect…
Towards an Insertion of Technologies
The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results…
The Digital Gender Gap in Teacher Education
The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory a…
Geographic literacy in spain with mental maps
There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the Grado en Maestro de Educación Primaria (De…
Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education
This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into a…
Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century
Within the current context of climate emergency, the topic of climate change has become more prominent in secondary education in Spain. However, in general, conceptual confusions arise which should be clarified due to the social importance of climate issues. The objectives of this study, focused on third and fourth year students of ESO (Obligatory Secondary Education) in state schools in a town in the province of Alicante (Region of Valencia, Spa…
Teacher Motivation
Different theories addressing the motivational process in educational practice highlight the importance of the teacher's perspective in the effective integration of technologies as pedagogical-didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three…
Training and Didactic Proposals for Teaching Floods
This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having…
Persistence of the digital gender gap
Citizen digital skills are a requirement to participate in today's hyperconnected society. Given this reality, it is essential for teachers to have digital skills to achieve quality education, avoiding digital gaps, including gender gaps. This research aims to analyze the perceptions of self-efficacy of the TPACK-DGG model in teachers in training and confirm their self-perception on the persistence of the digital gender gap on a sample of 887 und…
Brecha de género en la competencia digital docente
La Brecha Digital de Género (BDG) persiste y se intensifica a medida que las tecnologías digitales (TD) se vuelven más complejas. En el ámbito educativo, esta desigualdad adquiere un carácter estratégico, ya que la escuela puede actuar como espacio de compensación mediante prácticas inclusivas. La Competencia Digital Docente (CDD), integrando dimensión ética y perspectiva de género, se configura como una palanca clave para reducir esta brecha. Es…
Género, Mapas Mentales y Competencia Digital Docente en la Percepción Espacial con Perspectiva de Género
Las sociedades han construido sus relaciones y sus estructuras organizativas en el espacio geográfico o territorio. Tales relaciones bidireccionales entre el medio físico y el ser humano han dado como resultado los lugares tal y como los reconocemos. Aunque el territorio se ha considerado un soporte neutro, asexuado, la progresiva introducción del enfoque de género y la Geografía de la Mujer o Feminista han permitido establecer novedosas bases te…
Psychology (8 works) · Digital literacy in education (6 works) · Educational Innovations and Technology (6 works) · Mathematics education (6 works) · Pedagogy (5 works) · Perception (5 works) · Sociology (5 works) · Computer Science (4 works) · Educational Technology in Learning (3 works) · Geography (3 works)