Insights on Innovation in Education: A TPACK Experience in Continuing Teacher Education in Southern Brazil

Abstract

Pedagogical practices at different levels of education, especially in basic education, demand proposals capable of developing autonomy and innovation skills. Considering the Latin-American scenario, especially in Brazil, the (post) pandemic context has contributed for information and communication technologies to move from supporting to protagonists in the pedagogical process, with their limitations and potential being the object of investigation in different spheres. In this regard, it is essential to consider the teaching role and, more than pointing out gaps in pre-service teacher education, or teachers’ lack of technological knowledge, it is crucial to establish dialogues and proposals resulting from understandings involving a teaching and learning process with, through and about technologies, which still seems to be far from pedagogical practices in the Brazilian context. To this end, we conducted a survey with forty K-12 teachers from southern Brazil engaged in continuing education course on educational technologies based on the TPACK framework. A questionnaire was used in order to evaluate their self-perception regarding content, pedagogical and technological knowledge. Results suggest important variations in understanding among different areas of knowledge, especially regarding technological integration and awareness of teachers’ practice, with impact on research and curriculum proposals. The results also show that the participants are uncertain about their knowledge involving the use of technologies in an integrated way for educational purposes. If there is, on the one hand, greater confidence in solving technical problems, on the other hand, there seem to be limitations regarding technological experimentation and metacognition involving their teaching role.

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Author Information
Fabiana Diniz Kurtz, Regional University of Northwestern Rio Grande do Sul, Brazil
Denilson Rodrigues da Silva, Integrated Regional University of the Northwest of Rio Grande do Sul State, Brazil
Edson Luiz Padoin, Regional University of Northwestern Rio Grande do Sul, Brazil
Barbara Gundel, Regional University of Northwestern Rio Grande do Sul, Brazil
Taíse Neves Possani, Regional University of Northwestern Rio Grande do Sul, Brazil

• Category: Primary & Secondary Education

Posted by James Alexander Gordon

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