Technological, pedagogical and content knowledge in faculty professors of Physical Education

Due to the invasion of information and communication technologies (ICT) in today's society, great opportunities for integration are presented in the educational panorama, but sometimes, teachers don't take advantage of the potential they offer. The aim of this study was to analyze the Technological Pedagogical and Content Knowledge (TPACK) framework of the Faculty professors of pre-service Physical Education teachers necessary for the effective integration of ICT in the teaching-learning process, taking as a reference the TPACK framework, one of the most common models used to measure it The method included a questionnaire which was submitted to 351 Faculty professors of Bachelor Degree in Physical Education and Sport, and also in Education. TPACK and the computer self-efficacy differences were analyzed in terms of gender, age, the existence of previous ICT training, and the relationship between its variables. The results demonstrated that those professors who had undergone a specific training in ITC showed a better application of the technology (TCK + TPK + TPACK). Significant differences were identified between gender and technological dimension. In addition, the technological knowledge and the computer self-efficacy were significantly higher in teachers under 36 years of age. Given the peculiarities of the Physical Education and Sports subject, this study confirms that it is necessary a specific training for the application of technologies in Faculty professors.