Proposition and validation of an instrument to analyze the movements and levels of the dimensions and components of the TPCK model for Natural Science and Mathematics teachers
DOI:
https://doi.org/10.5753/rbie.2025.4610Keywords:
TPCK, Teaching Science and Mathematics, Teacher Professional DevelopmentAbstract
This study aimed to understand and verify teachers' profile of technological, pedagogical, and content (scientific and/or mathematical) knowledge regarding the use of ICT in teaching and learning science and mathematics. The methodological design of the present study was based on a qualitative approach, exploratory and descriptive in nature. To this end, six teachers participated, three from Natural Sciences and three from Mathematics from the Private and Public education networks of schools in the city of Diamantina-MG, by answering an online questionnaire. To analyze the data, an instrument was proposed, based on the TPCK model, to assess the level of Pedagogical, Technological, and Content Knowledge that the participants possessed. As a result of the study, it was found that most teachers constantly use ICT, such as WhatsApp and YouTube, for educational purposes. All teachers demonstrated access and skill in using technological and pedagogical tools such as social networks, video classes, and educational software. In this way, it was possible to classify and analyze teachers' TPCK “levels” and create indicators for improving Teacher Professional Development and teacher training courses for using digital technologies in teaching Science and Mathematics.
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