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INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE

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DOI:

https://doi.org/10.1590/SciELOPreprints.4736

Keywords:

TPACK, ICT, mediation, mastery, appropriation

Abstract

We aimed to conduct a theoretical discussion of the elements that enable reading of the Pedagogical and Content Technological Knowledge (TPACK) model from the perspective of the sociocultural approach. To this end, we present the conceptual structures of the TPACK model and introduce information and communication technologies (ICT) as cultural and symbolic tools to mediate the teacher's pedagogical action. By assuming the concepts of mediation, domain, and appropriation, arising from the sociocultural approach, we establish a dialogue with the TPACK model to highlight the possible contributions of this reinterpretation to teacher training today. Finally, we discuss the implications of this approach for initial teacher education for and with digital technologies. We hope we will contribute to the discussions underlying teacher research and training, supporting conceptualization that is useful for the research into the modes of interaction mediated by ICT, as well as to the discussion about the factors involved in the ways teachers access, capture, and build professional knowledge in the interface with digital technologies.

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Author Biographies

Thiago Bernardo Cavassani, Federal Institute of São Paulo

Majored in Chemistry (FFCLRP/USP-Ribeirão Preto), Master in Chemistry (IQ/UNESP-Araraquara) and Doctor in Chemistry (UFSCar). Professor at the Federal Institute of Education, Science and Technology of São Paulo – IFSP, Catanduva-SP, Brazil and a member of the GEP-NeuEdu-Group of Studies and Research in Neurosciences and Education.

Joana de Jesus de Andrade, Universidade de São Paulo

Doctorate in Education from the Faculty of Education of the State University of Campinas - FE/ UNICAMP (2008) and Post-Doctorate in Education from the Faculty of Education of the State University of Campinas - FE/ UNICAMP (2011). Professor at the Department of Chemistry - Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, USP. Professor - Graduate Program in Education/ FFCLRP-USP. Member  of the CEIQ-Center for Integrated Teaching of Chemistry and coordinator of the GEP-NeuEdu-Group of Studies and Research in Neurosciences and Education.

Rosebelly Nunes Marques, Universidade de São Paulo

PhD in Chemistry and Education. She is a professor at the University of São Paulo, School of Agriculture “Luiz de Queiroz”, University of São Paulo – ESALQ / USP – Piracicaba, SP – Brazil. Researcher responsible for the Reference Center for Teaching Natural Sciences – CRECIN.

Posted

09/20/2022

How to Cite

Cavassani, T. B., Andrade, J. de J. de, & Marques, R. N. (2022). INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.4736

Section

Human Sciences

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