Technological pedagogical content knowledge development: integrating technology with a Research Teaching Perspective

Authors

  • Cecilia Vieira Guerra Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal
  • António Moreira Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal
  • Rui Vieira Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal

DOI:

https://doi.org/10.1344/der.2017.32.85-96

Keywords:

Science teachers, Technological Pedagogical Content Knowledge, Teacher training, Research Teaching Perspective

Abstract

Technological Pedagogical Content Knowledge (TPCK) represents the teachers’ professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers’ TPCK are put forward.

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Published

2018-01-10

Issue

Number 32, December 2017

Section

Peer Review Articles

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