Diagnóstico del TPACK de estudiantes de formación inicial en informática: estudio de la clase en el caribe colombiano
Resumen
El objetivo de este estudio fue diagnosticar el Conocimiento Tecnológico Pedagógico del Contenido (TPACK) en docentes en formación en informática (5 unidades de análisis) durante su participación en Lesson Study (LS). Se utilizó una metodología cualitativa-interpretativa con diseño de estudio de casos, empleando cuestionarios, entrevistas, observaciones, grupos de discusión, revisión documental y registro audiovisual para analizar y comprender el TPACK. Los resultados indican que el Conocimiento Pedagógico del Contenido (PCK) se utiliza con mayor frecuencia en la planificación y durante el desarrollo de la clase, mientras que el Conocimiento Pedagógico (PK) se destaca en el momento de reflexión. Se concluye que la combinación del TPACK con la LS es una alternativa importante para desarrollar los conocimientos base del TPACK (pedagógico, contenido, tecnológico) mediante un proceso colectivo y reflexivo, sostenido en la experimentación curricular y didáctica de las situaciones reales de los docentes en formación.
Palabras clave
TPACK, lesson study, docentes en formación, práctica pedagógica
Biografía del autor/a
Angel Alfonso Jiménez-Sierra
Licenciado en Informática, Magíster en Tecnología Educativa
Jorge Mario Ortega-Iglesias
Licenciado en Informática, Doctor en Educación.
Yilmar Daniel Polo-Altuve
Licenciado en Informática.
Yeison Andrés Duica-Galofre
Licenciado en Informática, Magíster en Tecnología Educativa.
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