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A Design Framework for Science Teachers’ Technological Pedagogical Content Knowledge Development

  • Cecília Guerra
  • António Moreira
  • Rui Marques Vieira
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 621)

Abstract

Technological pedagogical content knowledge (TPCK) represents the professional knowledge needed to integrate technology in the teaching and learning process. The purpose of this study relates to the creation of a design framework for the development of science teachers’ TPCK (initial and in-service). A qualitative methodology, following a design-based-approach, was adopted to describe the strategies for science teachers’ TPCK development, and design and assess an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. Results show that integrating technology with a research teaching perspective could be a way to develop innovative science lessons for students. A detailed description of the research methodology and findings is given.

Keywords

Science teachers Technological pedagogical content knowledge development Training Design framework 

Notes

Funding.

This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013.

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Cecília Guerra
    • 1
  • António Moreira
    • 1
  • Rui Marques Vieira
    • 1
  1. 1.Department of Education and Psychology, Research Centre on Didactics and Technology in the Education of TrainersUniversity of AveiroAveiroPortugal

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