Changes in Teacher Training within the TPACK Model Framework: A Systematic Review

The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scient...

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Detalles Bibliográficos
Autores: Rodríguez-Moreno, Javier, Agreda, Miriam, Ortiz-Colón, Miriam
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/1687
Acceso en línea:https://doi.org/10.3390/su11071870
https://www.mdpi.com/2071-1050/11/7/1870
https://hdl.handle.net/10953/1687
Access Level:acceso abierto
Palabra clave:TPACK
TPCK
Teacher training
Education Sciences
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spelling Changes in Teacher Training within the TPACK Model Framework: A Systematic ReviewRodríguez-Moreno, JavierAgreda, MiriamOrtiz-Colón, MiriamTPACKTPCKTeacher trainingEducation SciencesThe TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scientific literature applying the documentation as a systematization method was performed. The present study analyses 37 contributions, published between 2014 and 2017, indexed in the Web of Science (WOS) and Scopus databases, with TPACK and TPCK as the applied descriptors. Thus, the documentary analysis was based on four different criteria: public, topic, main results, and methodological design. Results show that all the reviewed publications are mainly focused on studies of basic and higher education where case studies, quantitative empirical studies, and mixed studies are predominant. Consequently, regarding the studies analyzed, there is a lack of longitudinal studies showing the teachers’ actions when applying TPACK in their daily practice.MDPI202420242019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.3390/su11071870https://www.mdpi.com/2071-1050/11/7/1870https://hdl.handle.net/10953/1687reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésSustainabilityCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/16872026-06-24T12:41:07Z
dc.title.none.fl_str_mv Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
title Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
spellingShingle Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
Rodríguez-Moreno, Javier
TPACK
TPCK
Teacher training
Education Sciences
title_short Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
title_full Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
title_fullStr Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
title_full_unstemmed Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
title_sort Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
dc.creator.none.fl_str_mv Rodríguez-Moreno, Javier
Agreda, Miriam
Ortiz-Colón, Miriam
author Rodríguez-Moreno, Javier
author_facet Rodríguez-Moreno, Javier
Agreda, Miriam
Ortiz-Colón, Miriam
author_role author
author2 Agreda, Miriam
Ortiz-Colón, Miriam
author2_role author
author
dc.subject.none.fl_str_mv TPACK
TPCK
Teacher training
Education Sciences
topic TPACK
TPCK
Teacher training
Education Sciences
description The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scientific literature applying the documentation as a systematization method was performed. The present study analyses 37 contributions, published between 2014 and 2017, indexed in the Web of Science (WOS) and Scopus databases, with TPACK and TPCK as the applied descriptors. Thus, the documentary analysis was based on four different criteria: public, topic, main results, and methodological design. Results show that all the reviewed publications are mainly focused on studies of basic and higher education where case studies, quantitative empirical studies, and mixed studies are predominant. Consequently, regarding the studies analyzed, there is a lack of longitudinal studies showing the teachers’ actions when applying TPACK in their daily practice.
publishDate 2019
dc.date.none.fl_str_mv 2019
2024
2024
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dc.identifier.none.fl_str_mv https://doi.org/10.3390/su11071870
https://www.mdpi.com/2071-1050/11/7/1870
https://hdl.handle.net/10953/1687
url https://doi.org/10.3390/su11071870
https://www.mdpi.com/2071-1050/11/7/1870
https://hdl.handle.net/10953/1687
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Sustainability
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instname_str Universidad de Jaén
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