Instrumentos de avaliação do TPACK na formação inicial de professores: uma revisão sistemática
Palavras-chave:
TPACK, avaliação, formação inicial de professores.Resumo
A estrutura TPACK inicialmente se configurou como uma estrutura conceitual para a compreensão dos conhecimentos necessários aos professores para integração de tecnologia. Nos últimos anos as pesquisas utilizando esta estrutura tem migrado, de uma preocupação mais teórica para uma preocupação mais concentrada na avaliação do conhecimento dos professores sobre a integração tecnológica. Neste sentido, este trabalho tem como objetivo conhecer e analisar os instrumentos utilizados para avaliação do TPACK na formação inicial de professores, nos periódicos disponíveis no Portal de Periódicos da CAPES. Para tanto, realizou-se uma pesquisa bibliográfica que analisou 57 trabalhos disponíveis no referido portal, dos quais apenas 24 atendiam aos critérios estabelecidos para esta investigação: utilizar o TPACK; ser um trabalho empírico; tratar da formação inicial de professores. Como resultado desta pesquisa percebeu-se: a importância da avaliação do domínio do TPACK, seja para pesquisadores quanto para formadores de professores; que o método de coleta do domínio do TPACK mais frequentemente utilizado nos estudos analisados para esta revisão foram, de longe, as medidas de autorrelato, seguidas de medidas de desempenho, entrevistas, questionário aberto e observação; cada tipo de instrumento apresenta potencialidade e fragilidades que precisam ser consideradas, levando-se em conta o contexto em que se dá a avaliação; e que há uma busca dos pesquisadores para encontrar instrumentos capazes de alcançar uma avaliação fiável e válida.
Referências
ABBITT, J.T. An Investigation of the Relationship between Self-Efficacy Beliefs about technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers, Journal of Digital Learning in Teacher Education, v. 27, n.4, p.134-143, 2011.
BILICI, S.C.; GUZEY, S.S.; YAMAK, H. Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans, Research in Science & Technological Education, 2016.
BUSS, R.R. et al. Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach. Journal of Learning Digital in teacher educacion. v. 31, n. 4, p.160-172, 2015.
CAPES. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Portal de periódicos da Capes. Disponível em: <http://www.periodicos.capes.gov.br>. Acesso em: mar. 2019
CHAI, C.C; KOH, J.H.L; TSAI, C.C. Facilitating PreserviceTeachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, v.13 n. 4, p.63-73, 2010.
CHAI, C.S. et al. Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education. n.57, p.1184 - 1193, 2011.
DOGAN, M. Prospective Turkish primary teachers’ views about the use of computers in mathematics education. J Math Teacher Educ, n.15, p.329–341, 2012.
FOULGER, T. S. et al. Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change, Journal of Digital Learning in Teacher Education, v. 29, n.2, p.48-58, 2012.
GIL, A. C. Como elaborar projetos de pesquisa. 4. ed. São Paulo: Editora Atlas, 2002.
HARRIS, J., GRANDGENETT, N., & HOFER, M. Testing a TPACK-based technology integration assessment rubric. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference, p. 3833–3840. Chesapeake, VA: AACE, 2010
HOFER, M. J., GRANDGENETT, N., HARRIS, J., & SWAN, K. (2011). Testing a TPACK-based technology integration observation instrument. In M. Koehler & P. Mishra, (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference, p. 4352–4359). Chesapeake, VA: AACE. 2011
HOFER, M.; GRANDGENETT, N. TPACK Development in Teacher Education, Journal of Research on Technology in Education, v.45, n.1, p.83-106, 2012.
HECHTER, R. P. Pre-Service Teachers’ Maturing Perceptions of a TPACK Framed Signature Pedagogy in Science Education, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, v.29, n.1-2, p.53-69, 2012.
HOFER, M.; GRANDGENETT, N.; HARRIS, J.; SWAN, K. Testing a TPACK-based technology integration observation instrument. Teacher Education Faculty Proceedings & Presentatio. Disponível em: <https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1013&context=tedfacproc> Acesso em: 20 fev. 2019.
HOLLAND, D. D.; PIPER, R.T. Testing a Technology Integration Education Model for Millennial Preservice Teachers: Exploring the Moderating Relationships of Goals, Feedback, Task Value,and Self-Regulation Among Motivation and Technological, Pedagogical, and Content Knowledge Competencies. Journal of Educational Computing, v. 54, n.2, p.196-224,2016.
HSU, P.S. Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge, Teaching Education, v.23, n.2, p. 195-213, 2012.
JANG, S.J.; CHEN, K. C. From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Sci Educ Technol, n.19, p.553–564, 2010.
KAFYULILO, A. et al., ICT Use in Science and Mathematics Teacher Education in Tanzania: DevelopingTechnological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, v.31, n.4, p.381-399, agosto 2015.
KLARCK, C; ZHANG, S; STRUDLER, N. Teacher Candidate Technology Integration: For Student Learning or Instruction?. Journal of Digital Learning in Teacher Education, v.31, n.3, p. 93-106, 2015.
LEE, C.J; KIM, C. An implementation study of a TPACK-based instructional design model in a technology integration course. Education Tech Research Dev., n. 62, p.437-460, 2014.
LIM, C.P.; YAN, H.; XIONG, X.; Development of preservice teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university, Educational Media International, v.52, n.1, p.15-32, 2015.
LIN, T.C. et al., Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). J Sci Technol Educ, n.22, p. 325-336, 2013.
LUIK, P; TAIMALU, M; SUVISTE, R. Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Educ Inf Technol, n.23, p.741–755, 2018.
MISHRA, P.; KOELHLER, M. J. Technological pedagogical content knowledge: a framework for teacher Knowledge. Teachers College Record, v.108 n.6, p. 1017– 1054, jun.2006.
MISHRA, P.; KOELHLER, M. J. Technological pedagogical content knowledge (TPCK): confronting the wicked problems of teaching with technology. 2007. Disponível em: <http://www.aace.org/conf/site/default.htm>. Acesso em: 28 fev.2019.
MISHRA, P.; KOELHLER, M. J. Introducing Technological Pedagogical Content Knowledge. The Handbook of Technological Pedagogical Content for Educators. AACTE Eds. and Lawrence Erlbaum Associates, 2008. 336 p.
MISHRA, P.; KOELHLER, M. J. What is technological Pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, v. 9, n. 1, p. 60 – 70, 2009.Disponível em:<http://www.aace.org/pubs/CITE/>. Acesso em: 28 jan.2019.
MIZUKAMI, M. G. N. Aprendizagem da docência: algumas contribuições de L.S. Shulmann Em Revista Centro de Educação, v.29, n.2, jul./dez. 2004.Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/3838/2204. Acesso em 19 jan. 2019.
SAMPAIO P. A. da S. R., COUTINHO, C. P. Avaliação do TPACK nas atividades de ensino e aprendizagem: um contributo para o estado da arte. Revista EducaOnline. v. 6, n. 3, Set./Dez., p.39 – 55, 2012. Disponível em: <http://www.latec.ufrj.br/revistas/index.php?journal=educaonline&page=article&op=view&path%5B%5D=333&path%5B%5D=449>. Acesso em: 19 fev. 2019.
SHINAS, V.H. et al. Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis, Journal of Research on Technology in Education, v.45, n.4, p.339-360, 2013.
SHINAS, V.H. et al. Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program, Journal of Digital Learning in teacher educacion, v.31, n. 2, 47-55, 2015.
SHULMAN, L. Those Who Understand: knowledge growth in Teaching. Educational Research. Washington, v.15 n. 2, p. 4–14, fev.1986.
SHULMAN, L. Knowledge an Teaching: foundations of the new reform. Harvard Educational Review, v.57 n.1, p.1- 23, abr.1987.
SCHMIDT, D. A. et al. Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, v.42, n.2, p.123-149, 2009.
TEO, T. et al. Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia, Interactive Learning Environments, p. 1-17, 2016.
TREINTA, F. T. et al. Metodologia de pesquisa bibliográfica com a utilização de método multicritério de apoio à decisão. Production, São Paulo, v. 24, n.3, p. 508-520, Jul/Set. 2014. Disponível em: http:<//www.scielo.br/pdf/prod/v24n3/aop_prod0312.pdf>. Acesso em: 28 fev. 2019.
WANG, W.; SCHMIDT-CRAWFOR, D.; JIN, Y. Preservice Teachers' TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, v.34, n.4, p. 234-258, 2018. Disponível em: <https://www.researchgate.net/publication/330612951_Preservice_Teachers'_TPACK_Development_A_Review_of_Literature>. Acesso em: 20 jan. 2019.
BILICI, S.C.; GUZEY, S.S.; YAMAK, H. Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans, Research in Science & Technological Education, 2016.
BUSS, R.R. et al. Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach. Journal of Learning Digital in teacher educacion. v. 31, n. 4, p.160-172, 2015.
CAPES. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Portal de periódicos da Capes. Disponível em: <http://www.periodicos.capes.gov.br>. Acesso em: mar. 2019
CHAI, C.C; KOH, J.H.L; TSAI, C.C. Facilitating PreserviceTeachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, v.13 n. 4, p.63-73, 2010.
CHAI, C.S. et al. Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education. n.57, p.1184 - 1193, 2011.
DOGAN, M. Prospective Turkish primary teachers’ views about the use of computers in mathematics education. J Math Teacher Educ, n.15, p.329–341, 2012.
FOULGER, T. S. et al. Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change, Journal of Digital Learning in Teacher Education, v. 29, n.2, p.48-58, 2012.
GIL, A. C. Como elaborar projetos de pesquisa. 4. ed. São Paulo: Editora Atlas, 2002.
HARRIS, J., GRANDGENETT, N., & HOFER, M. Testing a TPACK-based technology integration assessment rubric. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference, p. 3833–3840. Chesapeake, VA: AACE, 2010
HOFER, M. J., GRANDGENETT, N., HARRIS, J., & SWAN, K. (2011). Testing a TPACK-based technology integration observation instrument. In M. Koehler & P. Mishra, (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference, p. 4352–4359). Chesapeake, VA: AACE. 2011
HOFER, M.; GRANDGENETT, N. TPACK Development in Teacher Education, Journal of Research on Technology in Education, v.45, n.1, p.83-106, 2012.
HECHTER, R. P. Pre-Service Teachers’ Maturing Perceptions of a TPACK Framed Signature Pedagogy in Science Education, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, v.29, n.1-2, p.53-69, 2012.
HOFER, M.; GRANDGENETT, N.; HARRIS, J.; SWAN, K. Testing a TPACK-based technology integration observation instrument. Teacher Education Faculty Proceedings & Presentatio. Disponível em: <https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1013&context=tedfacproc> Acesso em: 20 fev. 2019.
HOLLAND, D. D.; PIPER, R.T. Testing a Technology Integration Education Model for Millennial Preservice Teachers: Exploring the Moderating Relationships of Goals, Feedback, Task Value,and Self-Regulation Among Motivation and Technological, Pedagogical, and Content Knowledge Competencies. Journal of Educational Computing, v. 54, n.2, p.196-224,2016.
HSU, P.S. Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge, Teaching Education, v.23, n.2, p. 195-213, 2012.
JANG, S.J.; CHEN, K. C. From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Sci Educ Technol, n.19, p.553–564, 2010.
KAFYULILO, A. et al., ICT Use in Science and Mathematics Teacher Education in Tanzania: DevelopingTechnological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, v.31, n.4, p.381-399, agosto 2015.
KLARCK, C; ZHANG, S; STRUDLER, N. Teacher Candidate Technology Integration: For Student Learning or Instruction?. Journal of Digital Learning in Teacher Education, v.31, n.3, p. 93-106, 2015.
LEE, C.J; KIM, C. An implementation study of a TPACK-based instructional design model in a technology integration course. Education Tech Research Dev., n. 62, p.437-460, 2014.
LIM, C.P.; YAN, H.; XIONG, X.; Development of preservice teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university, Educational Media International, v.52, n.1, p.15-32, 2015.
LIN, T.C. et al., Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). J Sci Technol Educ, n.22, p. 325-336, 2013.
LUIK, P; TAIMALU, M; SUVISTE, R. Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Educ Inf Technol, n.23, p.741–755, 2018.
MISHRA, P.; KOELHLER, M. J. Technological pedagogical content knowledge: a framework for teacher Knowledge. Teachers College Record, v.108 n.6, p. 1017– 1054, jun.2006.
MISHRA, P.; KOELHLER, M. J. Technological pedagogical content knowledge (TPCK): confronting the wicked problems of teaching with technology. 2007. Disponível em: <http://www.aace.org/conf/site/default.htm>. Acesso em: 28 fev.2019.
MISHRA, P.; KOELHLER, M. J. Introducing Technological Pedagogical Content Knowledge. The Handbook of Technological Pedagogical Content for Educators. AACTE Eds. and Lawrence Erlbaum Associates, 2008. 336 p.
MISHRA, P.; KOELHLER, M. J. What is technological Pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, v. 9, n. 1, p. 60 – 70, 2009.Disponível em:<http://www.aace.org/pubs/CITE/>. Acesso em: 28 jan.2019.
MIZUKAMI, M. G. N. Aprendizagem da docência: algumas contribuições de L.S. Shulmann Em Revista Centro de Educação, v.29, n.2, jul./dez. 2004.Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/3838/2204. Acesso em 19 jan. 2019.
SAMPAIO P. A. da S. R., COUTINHO, C. P. Avaliação do TPACK nas atividades de ensino e aprendizagem: um contributo para o estado da arte. Revista EducaOnline. v. 6, n. 3, Set./Dez., p.39 – 55, 2012. Disponível em: <http://www.latec.ufrj.br/revistas/index.php?journal=educaonline&page=article&op=view&path%5B%5D=333&path%5B%5D=449>. Acesso em: 19 fev. 2019.
SHINAS, V.H. et al. Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis, Journal of Research on Technology in Education, v.45, n.4, p.339-360, 2013.
SHINAS, V.H. et al. Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program, Journal of Digital Learning in teacher educacion, v.31, n. 2, 47-55, 2015.
SHULMAN, L. Those Who Understand: knowledge growth in Teaching. Educational Research. Washington, v.15 n. 2, p. 4–14, fev.1986.
SHULMAN, L. Knowledge an Teaching: foundations of the new reform. Harvard Educational Review, v.57 n.1, p.1- 23, abr.1987.
SCHMIDT, D. A. et al. Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, v.42, n.2, p.123-149, 2009.
TEO, T. et al. Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia, Interactive Learning Environments, p. 1-17, 2016.
TREINTA, F. T. et al. Metodologia de pesquisa bibliográfica com a utilização de método multicritério de apoio à decisão. Production, São Paulo, v. 24, n.3, p. 508-520, Jul/Set. 2014. Disponível em: http:<//www.scielo.br/pdf/prod/v24n3/aop_prod0312.pdf>. Acesso em: 28 fev. 2019.
WANG, W.; SCHMIDT-CRAWFOR, D.; JIN, Y. Preservice Teachers' TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, v.34, n.4, p. 234-258, 2018. Disponível em: <https://www.researchgate.net/publication/330612951_Preservice_Teachers'_TPACK_Development_A_Review_of_Literature>. Acesso em: 20 jan. 2019.
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2019-08-16
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Todo o conteúdo deste trabalho, exceto quando houver ressalva, é publicado sob a licença Creative Commons Atribuição - Uso Não Comercial - Partilha nos Mesmos Termos 3.0 Não adaptada.
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