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

Numerous studies support that the development of digital teaching competence is essen tial 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 e...

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Autores: Jiménez Sierra, Ángel, Ortega Iglesias, Jorge, Palacios Rodríguez, Antonio de Padua
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/162637
Acceso en línea:https://hdl.handle.net/11441/162637
https://doi.org/10.3390/educsci14091013
Access Level:acceso abierto
Palabra clave:Technological pedagogical content knowledge
TPACK
Lesson study
Teacher professional development
Pre-service teachers
Case study
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spelling Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian CaribbeanJiménez Sierra, ÁngelOrtega Iglesias, JorgePalacios Rodríguez, Antonio de PaduaTechnological pedagogical content knowledgeTPACKLesson studyTeacher professional developmentPre-service teachersCase studyNumerous studies support that the development of digital teaching competence is essen tial 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 learn ing. 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 XKVice-Rector’s Office for Research at the Universidad del Magdalena: “Desarrollo del TPACK en profesores en servicio: curso de formación docente TPACK-LS:” VIN2023188MDPIDidáctica y Organización EducativaHUM 390: Grupo de Investigación Didáctica: análisis tecnológico y cualitativo de los procesos de enseñanza-aprendizaje2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/162637https://doi.org/10.3390/educsci14091013reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducation Sciences, 14, 1013.https://doi.org/10.3390/educsci14091013info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1626372026-06-17T12:51:07Z
dc.title.none.fl_str_mv Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
title Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
spellingShingle Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
Jiménez Sierra, Ángel
Technological pedagogical content knowledge
TPACK
Lesson study
Teacher professional development
Pre-service teachers
Case study
title_short Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
title_full Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
title_fullStr Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
title_full_unstemmed Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
title_sort Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
dc.creator.none.fl_str_mv Jiménez Sierra, Ángel
Ortega Iglesias, Jorge
Palacios Rodríguez, Antonio de Padua
author Jiménez Sierra, Ángel
author_facet Jiménez Sierra, Ángel
Ortega Iglesias, Jorge
Palacios Rodríguez, Antonio de Padua
author_role author
author2 Ortega Iglesias, Jorge
Palacios Rodríguez, Antonio de Padua
author2_role author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
HUM 390: Grupo de Investigación Didáctica: análisis tecnológico y cualitativo de los procesos de enseñanza-aprendizaje
dc.subject.none.fl_str_mv Technological pedagogical content knowledge
TPACK
Lesson study
Teacher professional development
Pre-service teachers
Case study
topic Technological pedagogical content knowledge
TPACK
Lesson study
Teacher professional development
Pre-service teachers
Case study
description Numerous studies support that the development of digital teaching competence is essen tial 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 learn ing. 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
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/162637
https://doi.org/10.3390/educsci14091013
url https://hdl.handle.net/11441/162637
https://doi.org/10.3390/educsci14091013
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences, 14, 1013.
https://doi.org/10.3390/educsci14091013
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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