Education Sciences (Sep 2024)

Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean

  • Ángel Jiménez Sierra,
  • Jorge Ortega Iglesias,
  • Antonio Palacios-Rodríguez

DOI
https://doi.org/10.3390/educsci14091013
Journal volume & issue
Vol. 14, no. 9
p. 1013

Abstract

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Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.

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