Content Knowledge in distance teacher education
Analysis based on TPACK Survey
DOI:
https://doi.org/10.55777/rea.v14i28.2841Keywords:
Teacher education, Sciences, Distance Education, Learning strategies, TechnologyAbstract
According to the theoretical assumption of TPACK, teacher education encompasses three bodies of knowledge: specific, pedagogical and technological content. Articulated, they give form to a broader and more complex knowledge, which refers to the technological appropriation for teaching and learning processes of specific contents, in the context of each teacher, student or institution. Thus, research on the subject around the world validated, in English, the TPACK Survey, to analyze the level of fluency of teachers in training or in exercise on each aspect of the explanatory model of teaching action. In this work, the translation and adaptation of this questionnaire was carried out to train physics, chemistry, biology and mathematics teachers at a distance. The objectives of this research are to present the translation related to Content Knowledge and the data analyzed in the first application. Methodologically, there are quantitative (objective questions) and qualitative (comments field) analyzes based on Content Analysis. It was possible to notice that students have a lack of mastery of basic content related to their courses, demonstrating insecurity with their own learning in more complex content. In addition, it was identified the need for materials and technologies that can meet the different learning needs of students. As conclusions, it can be said that if the explanatory model of teaching action TPACK points out a way of thinking that is specific to each area, it must be considered in the translation, adaptation and construction of questions from their own fields of knowledge.
Downloads
References
American Association of Colleges for Teacher Education [AACTE]. (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge: New York and London.
Andrade, M. M. (2010). Introdução à metodologia do trabalho científico. São Paulo: Atlas.
Atanazio, A. M. C. & Leite, A. E. (2018). Tecnologias da Informação e da Comunicação (TIC) e a formação de professores: tendências de pesquisa. Investigações em Ensino de Ciências, 23(2), 88-103. https://bit.ly/3sVwqhM
Bardin, L. (2007). Análise de Conteúdo. Lisboa: Edições 70.
Chai, C. S., Koh, J. H. L. & Tsai, C. C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In Herring, M. C., Koehler, M. J. & Mishra, P. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. 2. ed (87-106). Routledge: New York.
Garbin, M. C., Oliveira, E. T., Pirillo, N. R., & Telles, S. (2020). Pedagogical practices based on areas of knowledge: Reflections on the technology use. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(1): 134-141. https://doi.org/10.18844/prosoc.v7i1.4877
Gil, A. C. (2009). Como elaborar projetos de pesquisa. São Paulo: Atlas.
Grandgenett, N. F. (2008). Perhaps a matter of imagination: TPCK in mathematics education. In American Association of Colleges for Teacher Education [AACTE]. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (145-166). Routledge: New York and London.
Herring, M. C., Koehler, M. J. & Mishra, P. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. 2. ed. Routledge: New York.
Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In American Association of Colleges for Teacher Education [AACTE]. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (3-10). Routledge: New York and London.
Koehler, M. J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Marconi, M. A. & Lakatos, E. M. (2010). Fundamentos de metodologia científica. São Paulo: Atlas.
Mccrory, R. (2008). Science, technology, and teaching: the topic-specific challenges of TPCK in science. In American Association of Colleges for Teacher Education [AACTE]. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (193-206). Routledge: New York and London.
Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In American Association of Colleges for Teacher Education [AACTE]. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (223-250). Routledge: New York and London.
Niess, M. L., Gillow-Wiles, H. & Angeli, C. (Orgs.). (2019). Handbook of Research on TPACK in the Digital Age. Hershey: Information Science Reference.
Oliveira, E. T. (2020). First analysis of TPACK survey results applied to Brazilian distance learning students. International Journal of Latest Research in Science and Technology, 9, p. 10-14, 2020. https://www.mnkjournals.com/journal/ijlrst/pdf/Volume_9_6_2020/11009.pdf
Oliveira, E. T. (2019). EaD e ambientes virtuais de aprendizagem: dimensões orientadoras para a seleção de mídias (Tese de doutorado, Faculdade de Educação, Universidade de São Paulo). https://teses.usp.br/teses/disponiveis/48/48134/tde-04112019-163653/publico/EDISON_TROMBETA_DE_OLIVEIRA_rev.pdf
Oliveira, E. T. & Piconez, S. C. B. (2016). Balanço da publicação acadêmica sobre TPACK no Brasil (2008-2015) e suas relações com os estilos de aprendizagem. In Miranda, L. et al. (Orgs.). Estilos de aprendizagem a inovação pedagógica (105-119). Santo Tirso: White Books.
Ricardo, E. C. (2020). Concepções de tecnologia na formação inicial de professores de física. Investigações em Ensino de Ciências, 25(3), 190-208. http://dx.doi.org/10.22600/1518-8795.ienci2020v25n3p190
Rivera, E. R. E., Acero, A. A. C. & Guardia, M. C. V. (2020). La educación virtual de posgrado en tiempos de COVID-19. Revista de Estilos de Aprendizaje, 13(esp.), 82-94. https://bit.ly/3okaSYR
Schimidt, D. A. et al. (2009). Survey of Preservice Teachers' Knowledge of Teaching and Technology. Version 1.1.
Schmid, M., Bianza, E. & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 1-12. https://doi.org/10.1016/j.compedu.2020.103967
Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Research, 15(2), 4-14.
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Silva, C. S. S & Souza, D. S. (2019). As dificuldades de aprendizagem na perspectiva dos envolvidos no processo educacional. Revista de Estilos de Aprendizaje, 12(24), 53-62. http://revistaestilosdeaprendizaje.com/article/view/1316/2216
TPACK. (n. d.). https://bit.ly/2NH85MF
Downloads
Published
How to Cite
Issue
Section
License
By submitting the original, the author(s) declare that they are aware of and accept, in full, the privacy policy as well as the copyright of the Learning Styles Magazine.
The Learning Styles Magazine offers free and open access to its content, completely free of charge, in order to bring scientific research to its readers and society in general. All digital contents are free and open access and are published under a Creative Commons license:
Rights are granted under the Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0)
The Learning Styles Magazine is an open access journal. Publication of articles or reviews in the Journal does not entitle you to any remuneration. For authors as well as readers, the journal is free Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0).
With this licence, the reproduction and dissemination of the contents of the magazine for educational, social and knowledge transmission purposes is permitted, without any profit motive in mind, provided that the source and authorship are not modified. The licence granted to Learning Styles Magazine allows the copying and distribution of the magazine's contents, as long as the authorship of the work is recognised, correctly specifying the author and the publishing entity. The work may not be used for commercial purposes, nor may it be altered, transformed or generated from this work.
The publication of articles or reviews in the Journal does not give the right to any remuneration.
The Learning Styles Journal invites the author/authors to increase the visibility and scope of their articles published by re-disseminating them in:
- Web spaces and personal networks, as well as in scientific meetings and forums
- Open institutional archives in Universities, educational repositories and Research Centres.
- Academic and scientific networks (Researchgate, Academia.edu, Plubons, etc.)
All these spaces and publications must include all the bibliographic data of the publication.
