Abstract

NAKASHIMA, Rosária Helena Ruiz  and  PICONEZ, Stela Conceição Bertholo. Technological Pedagogical Content Knowledge (TPACK): Explanatory model of teachers action. Rev. Elet. Educ. [online]. 2016, vol.10, n.3, pp.231-250. ISSN 1982-7199.  https://doi.org/10.14244/198271991605.

This article includes reflections derived from exploratory research in databases, international journals on education and technology and book chapters that discuss the interrelationship of different types of teacher knowledge. The goal was to understand the contributions and challenges of TPACK as an explanatory model of teacher action in decisions about the technology integration in teaching practices. Among the contributions of the studies were highlighted research and experimentation supported by TPACK; TPACK as conductor of the initial and permanent teacher education and the TPACK related with other theoretical models. The TPACK model was considered knowledge base for teaching the integration of technologies in educational contexts, from alignment with pedagogical approaches and teaching specific content. However, some challenges were identified by the studies, such as, the difficulty of consensus to define each construct of the model; the need to define the types of technologies embraced by TPACK and the fragility in the process of measuring TPACK. The expectation of this article is to propose weightings and reflections that can mobilize the continuity and development of the subject investigated.

Keywords : TPACK; Teaching and Learning; Information and communication digital technologies..

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