Abstract

FLORES, Fernando A.  and  ORTIZ, Margarita C.. EL MODELO TPACK EN LA PRAXIS DOCENTE EN UNA UNIVERSIDAD ARGENTINA: CONOCIMIENTOS Y PRÁCTICAS DOCENTES EN TORNO AL CONOCIMIENTO DIDÁCTICO-TECNOLÓGICO DEL CONTENIDO (CDTC) EN AULAS UNIVERSITARIAS. Rev. Esc. Cienc. Educ. [online]. 2019, vol.2, n.14, pp.14-27. ISSN 1851-6297.

We present an approach to the Knowledge and teaching practices around the Technological Pedagogical Content Knowledge (TPACK) or Conocimiento Didáctico-Tecnológico del Contenido (CDTC) in university classrooms of humanistic careers in an Argentine university. Methodologically, we built a multiple case consisting of teaching teams of six subjects linked to the Educational Technology of Teachers and Degrees from one of the Academic Units. Also, we perform a double triangulation: intra - methodological (primary and secondary sources) and of participating researchers and teachers as a relevant validation strategy in a qualitative study. We find that the ways of approaching the theory-practice relationship come in various configurations of the TPACK, according to the professional trajectories of the teachers and networks of experiences of permanent training, management and research. Configurations built individually and collectively re-built in the disciplinary-academic territories and different contexts.  

Keywords : The technological dimension in the PCK; Curricular integration of ICT; Theory-practice tension; University teaching; Multiple case study.

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