CONHECIMENTO TECNOLÓGICO PEDAGÓGICO DO CONTEÚDO (TPACK) DE LICENCIANDOS DE QUÍMICA: RESULTADOS DE UM PROGRAMA DE FORMAÇÃO DE PROFESSORES
DOI:
https://doi.org/10.22600/1518-8795.ienci2023v28n2p122Palavras-chave:
Formação inicial, Ensino de Química, Tecnologias educacionais, TPACK, Métodos MistosResumo
Para integrar as tecnologias digitais à sala de aula, é essencial a formação qualificada de professores, onde estes possam se apropriar do uso de tecnologias digitais. Para nortear a integração de tecnologias ao ensino, o modelo teórico denominado Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK), idealizado por Mishra e Koehler em 2006, destaca a importância de relacionar o conhecimento pedagógico, tecnológico e de conteúdo dos professores. Esse estudo de método misto objetivou compreender como as percepções de licenciandos de química relacionadas às suas bases de Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK) são modificadas ao participarem de um programa de formação docente. As percepções pré e pós-participação dos futuros professores foram analisadas por meio de um questionário quantitativo aplicado a dez participantes e uma entrevista semiestruturada aplicada a dois participantes. Os resultados mostraram que após a participação no programa de formação, os professores em formação inicial demonstraram um aumento na autopercepção em relação a todas as bases de conhecimento do TPACK, principalmente no que diz respeito ao Conhecimento do Conteúdo e ao Conhecimento Pedagógico do Conteúdo. Portanto, a continuidade das pesquisas apoiadas pelo framework TPACK pode levar a práticas inovadoras na formação inicial de professores.Referências
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