TPACK: a model to analyze university teaching practices. The case of an expert teacher

Abstract

In this article we analyze the teaching practice of a teacher of the subject Distance Education of the Degree in Educational Sciences, from the dimensions of the TPACK model. The framework of the article is the project: “The construction of the Pedagogical Content Knowledge in experienced and beginners teachers of the Universidad Nacional del Nordeste in Argentina. Multiple case study”. With a qualitative perspective, we build a narrative case, based on double triangulation: a) from primary sources-observations and interviews-, secondary -analysis of personal and curricular documents-; and b) the interpretations of the teacher and researchers; with the objective of identifying TPACK dimensions in face-to-face classes and virtual environments. We organize the results according to the emerging categories that are detailed: status of the TPACK in the professional knowledge of teachers; self-perception about the use of new technologies in the subject; types and frequency of use of new technologies in education; visions on the integration modes of the TPACK construct in praxis; main characteristics of the teaching and learning proposals with technologies; TPACK manifestations in the pedagogical cycle of the subject. From the convergence of these categories and the teacher’s career and position in the teaching role, we tackled the framework of knowledge and practices with characteristics of the teaching expertise from the TPACK.

Keywords

• educación superior
• profesor de universidad
• ciencias de la educación
• educación a distancia
• tecnología educacional
• conocimiento didáctico tecnológico del contenido
• estudio de casos