Technological Pedagogical Context Knowledge (TPCK) in letteratura: come viene definito e implementato il modello TPCK nei contesti di formazione iniziale dei docenti
Barra laterale articolo
Pubblicato
apr 6, 2018
Contenuto principale articolo
Abstract
Negli ultimi anni, il ruolo crescente delle tecnologie nella didattica è stato oggetto di riflessione scientifica in relazione alle competenze degli insegnanti, che comprendono una chiara base di conoscenza tecnologica unita ad una vasta competenza pedagogica e ad una profonda conoscenza dei contenuti. Questo contributo analizza la principale letteratura internazionale sull’argomento, focalizzando l’attenzione sulla discussione teorica relativa alle competenze dei docenti così come vengono descritte nel framework del Technological Pedagogical Content Knowledge (TPCK – Koehler & Mishra, 2005a), a partire dagli studi di Shulman (1986, 1987) sul PCK. L’analisi riguarderà le definizioni e le componenti principali del framework, così come le diverse interpretazioni fornite dai ricercatori negli ultimi anni.
Infine, verranno presentate alcune strategie documentate in letteratura per lo sviluppo di questo tipo di competenze nella formazione iniziale degli insegnanti.
Dettagli articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. doi: 10.1016/j. compedu.2010.07.009
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47-63. doi: 10.14742/ajet.2551
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Benton-Borghi, B. H. (2015). Intersection and impact of universal design for learning (UDL) and technological, pedagogical, and content knowledge (TPACK) on twenty-first century teacher preparation: UDL-infused TPACK practitioner’s model. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 287-304). New York, NY: Springer.
Britten, J. S., & Cassady, J. C. (2005). The technology integration assessment instrument: Understanding planned use of technology by classroom teachers. Computers in the Schools, 22(3), 49-61. doi: 10.1300/ J025v22n03_05
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 87-106). London, UK: Routledge.
Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578–588. doi: 10.1016/j.tate.2011.12.005
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Published dissertation. Provo, UT: Birmingham Young University.
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. doi: 10.1007/ s11528-009-0327-1
De Rossi (2015). Saperi pedagogico-metodologico-didattici. In L. Messina & M. De Rossi (Eds.), Tecnologie, formazione e didattica (pp. 117-148). Roma, IT: Carocci.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). Geothentic: designing and assessing with technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316–336.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi: 10.1007/ BF02504683
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255– 284. doi: 10.1080/15391523.2010.10782551
Figg, C, & Jaipal, K. (2012). TPACK-in-Practice: Developing 21st century teacher knowledge. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4683-4689). Chesapeake, VA: AACE.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1956. doi: 10.1016/j.compedu.2011.04.010
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