INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE

Detalhes bibliográficos
Autor(a) principal: Cavassani, Thiago Bernardo
Data de Publicação: 2022
Outros Autores: Andrade, Joana de Jesus de, Marques, Rosebelly Nunes
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4736
Resumo: We aimed to conduct a theoretical discussion of the elements that enable reading of the Pedagogical and Content Technological Knowledge (TPACK) model from the perspective of the sociocultural approach. To this end, we present the conceptual structures of the TPACK model and introduce information and communication technologies (ICT) as cultural and symbolic tools to mediate the teacher's pedagogical action. By assuming the concepts of mediation, domain, and appropriation, arising from the sociocultural approach, we establish a dialogue with the TPACK model to highlight the possible contributions of this reinterpretation to teacher training today. Finally, we discuss the implications of this approach for initial teacher education for and with digital technologies. We hope we will contribute to the discussions underlying teacher research and training, supporting conceptualization that is useful for the research into the modes of interaction mediated by ICT, as well as to the discussion about the factors involved in the ways teachers access, capture, and build professional knowledge in the interface with digital technologies.
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spelling INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVEINTEGRACIÓN DE LAS TIC EN LA FORMACIÓN DOCENTE: ENFOQUES ENTRE EL MODELO TPACK Y EL ENFOQUE SOCIOCULTURALINTEGRAÇÃO DAS TDIC NA FORMAÇÃO DE PROFESSORES: APROXIMAÇÕES ENTRE O MODELO TPACK E A ABORDAGEM SOCIOCULTURALTPACKTDICmediaçãodomínioapropriaçãoTPACKICTmediationmasteryappropriationTPACKTICmediacióndominioapropiaciónWe aimed to conduct a theoretical discussion of the elements that enable reading of the Pedagogical and Content Technological Knowledge (TPACK) model from the perspective of the sociocultural approach. To this end, we present the conceptual structures of the TPACK model and introduce information and communication technologies (ICT) as cultural and symbolic tools to mediate the teacher's pedagogical action. By assuming the concepts of mediation, domain, and appropriation, arising from the sociocultural approach, we establish a dialogue with the TPACK model to highlight the possible contributions of this reinterpretation to teacher training today. Finally, we discuss the implications of this approach for initial teacher education for and with digital technologies. We hope we will contribute to the discussions underlying teacher research and training, supporting conceptualization that is useful for the research into the modes of interaction mediated by ICT, as well as to the discussion about the factors involved in the ways teachers access, capture, and build professional knowledge in the interface with digital technologies.Nuestro objetivo fue realizar una discusión teórica sobre los elementos que posibilitan la lectura del modelo Conocimiento Tecnológico Pedagógico y de Contenidos (TPACK) en la perspectiva del enfoque sociocultural. Para ello, presentamos las estructuras conceptuales del modelo TPACK e introducimos las tecnologías digitales de la información y la comunicación (TDIC) como herramientas culturales y simbólicas en la mediación de la acción pedagógica del docente. Teniendo como supuestos los conceptos de mediación, dominio y apropiación, provenientes del enfoque sociocultural, establecemos un diálogo con el modelo TPACK para resaltar los posibles aportes de esta reinterpretación a la formación docente en la actualidad. Finalmente, discutimos las implicaciones de este enfoque para la formación inicial de docentes para y con tecnologías digitales. Esperamos contribuir a las discusiones que subyacen a la investigación y formación docente, apoyando una conceptualización útil para la investigación de los modos de interacción mediados por las TIC, así como para la discusión sobre los factores que intervienen en las formas en que los docentes acceden, captan y construir conocimiento profesional en la interfaz con las tecnologías digitales.O objetivo deste trabalho consiste em discutir teoricamente os elementos que viabilizem a leitura do modelo do Conhecimento Tecnológico Pedagógico e de Conteúdo (TPACK) a partir da perspectiva da Abordagem Sociocultural. Para tanto, apresentamos as estruturas conceituais do modelo TPACK, introduzindo em seguida as tecnologias digitais da informação e comunicação (TDIC) como ferramentas culturais e simbólicas na mediação da ação pedagógica do professor. Tendo como pressupostos os conceitos de mediação, domínio e apropriação, advindos da abordagem sociocultural, estabelecemos um diálogo com o modelo TPACK para salientarmos as possíveis contribuições desta releitura à formação de professores na atualidade. Por fim, discutimos as implicações desta aproximação para a formação inicial de professores para e com tecnologias digitais. Desse modo, pretendemos contribuir para as discussões que fundamentam a pesquisa e a prática formativa dos professores, subsidiando uma conceitualização útil à pesquisa dos modos de interação mediadas pelas TDIC, além dos fatores envolvidos nas formas como os docentes acessam, apropriam-se e constroem o conhecimento profissional na interface com as tecnologias digitais.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-09-20info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/473610.1590/SciELOPreprints.4736porhttps://preprints.scielo.org/index.php/scielo/article/view/4736/9154Copyright (c) 2022 Thiago Bernardo Cavassani, Joana de Jesus de Andrade, Rosebelly Nunes Marqueshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCavassani, Thiago BernardoAndrade, Joana de Jesus deMarques, Rosebelly Nunesreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-09-12T18:36:38Zoai:ops.preprints.scielo.org:preprint/4736Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-09-12T18:36:38SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
INTEGRACIÓN DE LAS TIC EN LA FORMACIÓN DOCENTE: ENFOQUES ENTRE EL MODELO TPACK Y EL ENFOQUE SOCIOCULTURAL
INTEGRAÇÃO DAS TDIC NA FORMAÇÃO DE PROFESSORES: APROXIMAÇÕES ENTRE O MODELO TPACK E A ABORDAGEM SOCIOCULTURAL
title INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
spellingShingle INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
Cavassani, Thiago Bernardo
TPACK
TDIC
mediação
domínio
apropriação
TPACK
ICT
mediation
mastery
appropriation
TPACK
TIC
mediación
dominio
apropiación
title_short INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
title_full INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
title_fullStr INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
title_full_unstemmed INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
title_sort INTEGRATION OF ICT IN TEACHER EDUCATION: APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
author Cavassani, Thiago Bernardo
author_facet Cavassani, Thiago Bernardo
Andrade, Joana de Jesus de
Marques, Rosebelly Nunes
author_role author
author2 Andrade, Joana de Jesus de
Marques, Rosebelly Nunes
author2_role author
author
dc.contributor.author.fl_str_mv Cavassani, Thiago Bernardo
Andrade, Joana de Jesus de
Marques, Rosebelly Nunes
dc.subject.por.fl_str_mv TPACK
TDIC
mediação
domínio
apropriação
TPACK
ICT
mediation
mastery
appropriation
TPACK
TIC
mediación
dominio
apropiación
topic TPACK
TDIC
mediação
domínio
apropriação
TPACK
ICT
mediation
mastery
appropriation
TPACK
TIC
mediación
dominio
apropiación
description We aimed to conduct a theoretical discussion of the elements that enable reading of the Pedagogical and Content Technological Knowledge (TPACK) model from the perspective of the sociocultural approach. To this end, we present the conceptual structures of the TPACK model and introduce information and communication technologies (ICT) as cultural and symbolic tools to mediate the teacher's pedagogical action. By assuming the concepts of mediation, domain, and appropriation, arising from the sociocultural approach, we establish a dialogue with the TPACK model to highlight the possible contributions of this reinterpretation to teacher training today. Finally, we discuss the implications of this approach for initial teacher education for and with digital technologies. We hope we will contribute to the discussions underlying teacher research and training, supporting conceptualization that is useful for the research into the modes of interaction mediated by ICT, as well as to the discussion about the factors involved in the ways teachers access, capture, and build professional knowledge in the interface with digital technologies.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4736
10.1590/SciELOPreprints.4736
url https://preprints.scielo.org/index.php/scielo/preprint/view/4736
identifier_str_mv 10.1590/SciELOPreprints.4736
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4736/9154
dc.rights.driver.fl_str_mv Copyright (c) 2022 Thiago Bernardo Cavassani, Joana de Jesus de Andrade, Rosebelly Nunes Marques
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Thiago Bernardo Cavassani, Joana de Jesus de Andrade, Rosebelly Nunes Marques
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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