Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge

In this study, we analyzed teachers' understandings, in initial and continuing training, on the constitution of technological pedagogical content knowledge (TPACK), in interactive processes of action-research-training (ART) with information and communication technologies (ICT), in Science teach...

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Autores principales: Bervian, Paula Vanessa, Pansera-de-Araújo, Maria Cristina
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2020
Materias:
Science teaching
Information and Communication Technologies
Formative processes
Ensino de Ciências
Tecnologias da Informação e Comunicação
Processos formativos
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28071
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-280712021-11-12T18:42:53Z Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge Processo de Investigação-Formação-Ação Docente: uma Perspectiva de Constituição do Conhecimento Tecnológico Pedagógico do Conteúdo Bervian, Paula Vanessa Pansera-de-Araújo, Maria Cristina Science teaching Information and Communication Technologies Formative processes Ensino de Ciências Tecnologias da Informação e Comunicação Processos formativos In this study, we analyzed teachers' understandings, in initial and continuing training, on the constitution of technological pedagogical content knowledge (TPACK), in interactive processes of action-research-training (ART) with information and communication technologies (ICT), in Science teaching. The triad of teachers from Higher Education, Basic Education and in initial training participated in the interactive process.  The results show that the use of ICT, in interactive ART processes, resignifies the understandings about the constitution of the TPACK of teachers (teachers´ understandings of TPACK constitution and drives the proposition of the action-research-training model in the teaching of science (ARTTS), by intentionally articulating the training curriculum development, in a reflective and collaborative movement among teachers. Neste estudo analisamos compreensões dos professores, em formação inicial e continuada, sobre a constituição do conhecimento tecnológico pedagógico do conteúdo (TPACK), em processos interativos de investigação-formação-ação (IFA) com as tecnologias da informação e comunicação (TIC), no Ensino de Ciências. Participaram do processo interativo a tríade professores do Ensino Superior, da Educação Básica e em formação inicial. Os resultados evidenciam que a utilização das TIC, em processos interativos de IFA, ressignifica os entendimentos sobre a constituição do TPACK dos professores e impulsiona a proposição do modelo de investigação-formação-ação no ensino de ciências (IFAEC), ao articular intencionalmente a formação ao desenvolvimento do currículo, num movimento reflexivo e colaborativo entre os professores. Asociación de Docentes de Ciencias Biológicas de la Argentina 2020-06-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28071 10.59524/2344-9225.v23.n1.28071 Journal of Biology Education; Vol. 23 No. 1 (2020): Revista de Educación en Biología; 90-96 Revista de Educación en Biología; Vol. 23 Núm. 1 (2020): Revista de Educación en Biología; 90-96 2344-9225 0329-5192 10.59524/2344.9225.v23.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28071/30596 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28071/30611 Derechos de autor 2020 Paula Vanessa Bervian, Maria Cristina Pansera-de-Araújo https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Science teaching
Information and Communication Technologies
Formative processes
Ensino de Ciências
Tecnologias da Informação e Comunicação
Processos formativos
spellingShingle Science teaching
Information and Communication Technologies
Formative processes
Ensino de Ciências
Tecnologias da Informação e Comunicação
Processos formativos
Bervian, Paula Vanessa
Pansera-de-Araújo, Maria Cristina
Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
topic_facet Science teaching
Information and Communication Technologies
Formative processes
Ensino de Ciências
Tecnologias da Informação e Comunicação
Processos formativos
author Bervian, Paula Vanessa
Pansera-de-Araújo, Maria Cristina
author_facet Bervian, Paula Vanessa
Pansera-de-Araújo, Maria Cristina
author_sort Bervian, Paula Vanessa
title Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
title_short Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
title_full Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
title_fullStr Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
title_full_unstemmed Action-Research-Training Teaching Process: a Perspective on the Constitution of Technological Pedagogical Content Knowledge
title_sort action-research-training teaching process: a perspective on the constitution of technological pedagogical content knowledge
description In this study, we analyzed teachers' understandings, in initial and continuing training, on the constitution of technological pedagogical content knowledge (TPACK), in interactive processes of action-research-training (ART) with information and communication technologies (ICT), in Science teaching. The triad of teachers from Higher Education, Basic Education and in initial training participated in the interactive process.  The results show that the use of ICT, in interactive ART processes, resignifies the understandings about the constitution of the TPACK of teachers (teachers´ understandings of TPACK constitution and drives the proposition of the action-research-training model in the teaching of science (ARTTS), by intentionally articulating the training curriculum development, in a reflective and collaborative movement among teachers.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28071
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first_indexed 2024-09-03T20:31:36Z
last_indexed 2024-09-03T20:31:36Z
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