Exploring the Technological Pedagogical Content Knowledge in the teacher education of Physics teachers: a systematic review

Authors

  • Fernanda Battú e Gonçalo Universidade Federal de Santa Catarina
  • Paulo José Sena dos Santos Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.5007/2175-7941.2023.e90364

Keywords:

TPACK, Teacher training, Teaching Physics, Technology

Abstract

In this systematic literature review study, we sought to examine the state of research on the development of TPACK in teacher education for physics teaching, in order to identify possible perspectives and pedagogical modalities of its use. We focused our analysis on two databases (1) CAPES Periodicals; (2) Scientific Electronic Library Online - SciELO. In this research process, we selected for analysis 10 papers, published in the period from 2006 to 2021. To collect the information, we established three analysis criteria: (1) research intentions; (2) sources and instruments for information collection; (3) research results. After reading the full text, we performed the following steps: (1) identification of the excerpt corresponding to the analysis criteria; (2) excerpt synthesis; (3) categorization. Based on the analysis of the results of the papers, we highlight that TPACK can be used as a theoretical reference for both the production of teaching materials and the development of teaching strategies that seek to give meaning and significance to the use of technology. Continuing research supported by the development of the TPACK for Physics teaching can broaden the understanding of this model to guide the teaching and learning actions of teacher educators, future teachers and current teachers of Basic Education.

Author Biographies

Fernanda Battú e Gonçalo, Universidade Federal de Santa Catarina

Doutoranda no Programa de Pós-Graduação em Educação Científica e Tecnológica – Universidade Federal de Santa Catarina

Paulo José Sena dos Santos, Universidade Federal de Santa Catarina

Formado em Física pela Universidade Federal do Rio de Janeiro (1993), mestre em Física pela Universidade Federal do Rio de Janeiro (1996) e doutor em Física pela Universidade Federal de Santa Catarina (2004). Atualmente, é Professor da Universidade Federal de Santa Catarina e coordena o subprojeto Física do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) e o Laboratório de Instrumentação, Demonstração e Exploração (LABIDEX). Tem experiência na área de Física, com ênfase em Ensino de Física, atuando principalmente nos seguintes temas: formação de professores, modelização e uso de tecnologias para o Ensino de Física.

References

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Published

2023-09-01

How to Cite

Battú e Gonçalo, F., & Sena dos Santos, P. J. (2023). Exploring the Technological Pedagogical Content Knowledge in the teacher education of Physics teachers: a systematic review. Caderno Brasileiro De Ensino De Física, 40(2), 262–288. https://doi.org/10.5007/2175-7941.2023.e90364

Issue

Vol. 40 No. 2 (2023): Caderno Brasileiro de Ensino de Física

Section

Formação de Professores de Ciências/Física

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