Una visión general sobre la integración del conocimiento tecnológico en la formación del profesorado de ciencias

Autores/as

DOI:

https://doi.org/10.17398/1695-288X.18.2.219

Palabras clave:

TPACK, Formación del Profesorado, Enseñanza de las Ciencias, Tecnología educativa

Resumen

Saber cómo formar profesores de ciencias en la sociedad de la información es una necesidad desafiante. Para estudiar cómo las tecnologías se movilizan e integran en la práctica educativa, se utilizó el marco teórico de Conocimiento Tecnológico, Contenido Pedagógico, mejor conocido como TPACK. Por lo tanto, este documento es una revisión sistemática de la literatura de artículos en las bases de datos CAPES / MEC (Brasil) de 2006-2018 sobre el uso del marco teórico TPACK. El objetivo de este trabajo fue identificar cómo se estudia el marco TPACK en las publicaciones sobre la formación del profesorado de ciencias, observando el enfoque de la investigación para crear una visión general de las contribuciones en el uso de TPACK. Los procedimientos metodológicos propuestos por Sampaio y Mancini (2007) se utilizaron para revisar los artículos. Las principales tendencias de investigación involucraron estudios sobre la confianza en los instrumentos para evaluar las dimensiones del conocimiento en el modelo teórico TPACK, las barreras para el desarrollo de TPACK y la naturaleza de TPACK. Los resultados permitieron enumerar similitudes y diferencias entre las tendencias de enfoque metodológico y de investigación, así como identificar las brechas sobre el uso del modelo TPACK en áreas importantes como la enseñanza de la física y la capacitación docente.

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Biografía del autor/a

  • Miriam Struchiner, Instituto NUTES / Universidad Federal de Río de Janeiro

    Doctora en Educación por la Universidad de Boston, USA; De la Universidad de Chile.
    Coordinadora del Laboratorio de Tecnologías Cognitivas
    Universidad Federal de Río de Janeiro y Líder del grupo de investigación "Investigación y Desarrollo de Ambinetes Constructivistas de Aprendizaje Presenciales y a Distancia con uso de Tecnologías de la Información y Comunicación / CnPq

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Publicado

2019-12-18

Cómo citar

Una visión general sobre la integración del conocimiento tecnológico en la formación del profesorado de ciencias. (2019). Revista Latinoamericana De Tecnología Educativa - RELATEC, 18(2). https://doi.org/10.17398/1695-288X.18.2.219

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