Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

Abstract

This article aims to investigate how the Information and communications technology (ICT) are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK). Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL), allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

Keywords

• TPACK
• PCK
• Formação inicial de professores