Technological pedagogical content knowledge (tpack) in the construction of virtual teacher knowledge: a systematic review

• Autor(a) principal: Assis, Mário dos Santos de
• Data de Publicação: 2021
• Outros Autores: Vieira-Santos, Joene
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51998
• topic: teacher qualification; teaching profession; virtual learning.; formación del profesorado; conocimiento de enseñanza; educación virtual.; formação de professores; saberes docentes; educação virtual.

From the systematic review of the literature, observing the Prisma recommendation, this article analyzed how the literature present in the annals of the Congresso Internacional de Educação e Tecnologias e Encontro de Pesquisadores em Educação a Distância (Ciet:EnPED) has addressed the skills Tpack proposed by Mishra and Koehler in the construction of virtual teaching knowledge. Searches - using the descriptors (a) Tpack, (b) TPCK, (c) technological pedagogical content knowledge, (d) technological pedagogical content knowledge, (e) Mishra, (f) Shulman, (g) teaching knowledge and (h) knowledge base for teaching - resulted in the selection of six articles that addressed the Tpack in the performance of the virtual teacher. The analyzed articles indicated that the theoretical model Tpack is shown to be viable to understand the process of appropriation of the use of technologies in education by teachers, also serving as a source for the construction of virtual teaching. In addition, the results achieved by the analyzed articles corroborate the postulates proposed by Tardif (2012) and Shulman (1987), suggesting that the knowledge base for virtual teaching is formed by a set of knowledge resulting from training, experiential learning and knowledge constructed in the interaction with peers. Since this review was in keeping with the annals of Ciet:EnPED, it is suggested that future studies use other databases to verify whether the results described here are replicable. In addition, it is suggested that new research examines the factors that interfere in the performance of the virtual teacher, deepening the understanding of the process of construction of virtual teacher knowledge, as well as possible differences in the knowledge necessary for virtual teaching due to the different professionals that compose the team.