Analysis of Curricular Legislations for Initial Teacher Training from the TPACK Perspective
The use of Digital Information and Communication Technologies (DICT) is a challenge for teachers who seek to adapt their practice to the changes brought about by technology. In view of this, this article, with a qualitative approach, with a documentary research design, analyze documents that establ...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/61377 |
| Acesso em linha: | https://revistas.pucsp.br/index.php/curriculum/article/view/61377 |
| Access Level: | acceso abierto |
| Palavra-chave: | TPACK teacher training CNE/CP Resolutions CEESP Deliberation curricular guidelines formación docente Resoluciones CNE/CP Deliberación CEESP directrices curriculares formação docente Resoluções CNE/CP Deliberação CEESP ; diretrizes curriculares |
| Resumo: | The use of Digital Information and Communication Technologies (DICT) is a challenge for teachers who seek to adapt their practice to the changes brought about by technology. In view of this, this article, with a qualitative approach, with a documentary research design, analyze documents that establish National and state curricular guidelines in São Paulo for Licenciate courses, regarding the initial training for the use of TDIC, from the perspective of Technological Pedagogical Content Knowledge (TPACK). As TPACK encompasses the knowledge required for teaching with technology, studies on this subject can guide teacher training. The results show that, among the analyzed documents, only CNE/CP Resolutions 2/2015 and 2/2019 cover all TPACK knowledge, but without the explicit intention of training teachers to use DICT. |
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