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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introducción: Las percepciones de los estudiantes sobre el conocimiento pedagógico de contenido son esenciales para alcanzar una enseñanza de calidad dentro de las ciencias del deporte. Objetivo: El estudio tuvo como objetivos (1) examinar las percepciones de los estudiantes sobre el conocimiento pedagógico de contenido declarado en docentes de ciencias del deporte; (2) analizar las relaciones entre los componentes del conocimiento pedagógico de contenido declarado desde el análisis de redes. Métodos: Estudio transversal. Los datos fueron recolectados a través del cuestionario de percepciones, el cual incluyó 28 ítems organizados en cuatro categorías: conocimiento de la materia, objetivos y contextos de la instrucción, representaciones instruccionales y estrategias didácticas, y el conocimiento sobre el aprendizaje de los estudiantes. Se realizo un análisis factorial confirmatorio, se estimaron los índices de ajuste del instrumento. Se calculo el α de Cronbach’ y se determinaron las medidas de cercanía, centralidad, fuerza de los ítems a través del software Amazing Statistics Program (JASP). Resultados: 482 estudiantes dieron respuesta al cuestionario, en edades entre los 18 a 44 años (media = 21,73; DS = 2,77). El 92,5% de los estudiantes reportaron que sus docentes (siempre/frecuentemente) manifiestan un conocimiento de la materia, el 86,7% tenían (siempre/frecuentemente) objetivos y un contexto de la instrucción, el 86% usaban (siempre/frecuentemente) representaciones instruccionales y estrategias didácticas; y el 82% reconocían que los docentes (siempre/frecuentemente) tienen un conocimiento del aprendizaje del estudiante. En el análisis de redes, se encontró mayor correlación entre el conocimiento de la materia, el compromiso por enseñar, la variedad de métodos utilizados y las preguntas orientadoras que usan los docentes. Conclusiones: Los resultados sugieren que las percepciones de los estudiantes son un factor determinante en las formas en que los docentes declaran el conocimiento pedagógico de contenido en el aula. Este trabajo se centró en destacar la influencia de las percepciones de los estudiantes y las interacciones entre los componentes de conocimiento pedagógico de contenido en docentes de ciencias del deporte. Palabras clave: percepciones, estudiantes, conocimiento pedagógico de contenido, análisis de redes, enseñanza. Abstract. Students' perceptions of pedagogical content knowledge are essential for achieving quality teaching within sport science. Aim: The study aimed to (1) examine students' perceptions of stated pedagogical content knowledge in sport science teachers; (2) analyze the relationships among the components of stated pedagogical content knowledge from network analysis. Methods: Cross-sectional study. Data were collected through the perceptions questionnaire, which included 28 items organized into four categories: subject knowledge, instructional objectives and contexts, instructional representations and didactic strategies, and knowledge about student learning. A confirmatory factor analysis was performed, and the fit indices of the instrument were estimated. Cronbach's α was calculated and measures of closeness, centrality and item strength were determined using the Amazing Statistics Program (JASP) software. Results: 482 students responded to the questionnaire, aged 18 to 44 years (mean = 21.73; SD = 2.77). Of the students, 92.5% reported that their teachers (always/frequently) had knowledge of the subject matter, 86.7% had (always/frequently) objectives and a context of instruction, 86% used (always/frequently) instructional representations and didactic strategies, and 82% recognized that teachers (always/frequently) had knowledge of student learning. In the network analysis, a higher correlation was found between subject knowledge, commitment to teaching, the variety of methods used, and the guiding questions used by teachers. Conclusions: The results suggest that student perceptions are a determining factor in the ways in which teachers state pedagogical content knowledge in the classroom. This paper focused on highlighting the influence of student perceptions and interactions among the components of pedagogical content knowledge in sport science teachers. Keywords: perceptions, students, pedagogical content knowledge, network analysis, teaching.

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This review article addresses an analysis of the category tpck's organization and dynamics in terms of relation and integration, which in its internal structure, constitute the technological component and the pedagogical content knowledge. Consequently, we frame the analysis and the discussion on Misrha and Koeler (2006), creators of this notion, who put forward a theoretical and epistemological framework that explains the integration of technology in the curriculum, granting a very important role to teachers and professors and their use and integration of technology in their everyday teaching activities and knowledge construction. tpck is with no doubt a very powerful notion, which mainly aims to address a coherent process of articulation and integration of the technological aspect in the curriculum, exceeding the technocentric view with which technology is often conceived in teaching processes. [ABSTRACT FROM AUTHOR]