Technological Pedagogical Content Knowledge: A Systematic Literature Review on Teacher Education in Science Education
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n2p57Keywords:
TPACK, Teacher knowledge, Technology integration, Philosophy of technology, Teacher education modelsAbstract
The presence of technologies in pedagogical practices aims, to some extent, to enhance learning. However, the ideologies and values underlying them require reflection on their modes of use. In order to understand how the Technological Pedagogical Content Knowledge (TPACK) framework has been mobilized in teacher education within Science Education, we conducted a systematic literature review, adopting Models of Teacher Education and the Philosophy of Technology as analytical lenses. The final corpus comprised 17 articles. The results show a predominance of proposals that expand teachers’ action, encouraging experimentation and reflection on technological integration, yet with limited explicit discussion of the constitution of TPACK and a strong focus on the micro-level context. We also observed limited problematization of the epistemological dimensions of science and of critical perspectives on technology, with instrumental approaches prevailing. We conclude that articulating TPACK, teacher education models, and the philosophy of technology may support more process-oriented and critical proposals, overcome technological neutrality, and strengthen teachers as critical professional agents.References
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