Resumo

GAMBOA ALBA, Shirley. Conocimiento Tecnológico Didáctico del Contenido TPCK de un docente universitario en la enseñanza de Economía. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2017, n.20, pp.65-71. ISSN 1851-0086.

The emergence of Information and Communication Technologies (ICT) poses new challenges to university teachers, who must respond from an innovative vision. The purpose of this study is to identify, describe and understand the knowledge of university teachers when incorporating ICT in teaching. For this, an Interpretative research was carried out with qualitative methodology through case studies in which three teachers of different degrees participated. The instruments used are non-participant observation, in-depth interviews, informal conversations and document analysis, whose data were analyzed based on the theoretical dimensions provided by the TPCK (Technological, Pedagogical and Content Knowledge) model. In this article, we present the results of the case of the professor of Economics, in which the relevance of the knowledge of the content and pedagogical to the technological one is evidenced, what influences in the knowledge for the integration of the TIC in the education. It shows a weak TPCK, related both from a general perspective and with the content of the area of ​​knowledge. Closely linked to the assumed conception of the role of teachers and technologies in teaching.

Palavras-chave : Technology; Pedagogy; Discipline; University teacher; Knowledge; Teaching.