Formação inicial de professores do ensino fundamental para o uso das TDIC em aulas de ciências: uma proposta formativa orientada pelo TPACK

Abstract

The research presented analyzed the possibilities and limits of an initial training focused on the use of Digital Information and Communication Technologies (TDIC), guided by the Pedagogical Technological Knowledge of Content (TPACK). In an associated way, it described and analyzed the process of initial training, identifying possible changes in the participants' TPACK. A proposal for initial training for the teaching of Sciences in a pedagogical context integrated to the TPACK conceptual model was elaborated, presenting the adequate use of TDIC in the educational scope. Initial teacher training for the use of TDICs in science teaching emphasizes the relevance of the TPACK framework. The method of analysis of the constructed data happened around the Content Analysis (CA) methodology. The instruments submitted to the analysis were the questionnaire, the lesson plans and, finally, the interview. The choice of the questionnaire was made to identify the pre- existing knowledge, the gaps that could exist and for the contributions of the undergraduates in the definition of the contents and TDIC that would be used in the course. Lesson plans were chosen with the purpose of identifying the possible knowledge achieved or to be achieved. The purpose of the interview was to build complementary data that would help in the interpretation of the other data. In the process of analysis, the data was read several times, as well as the theoretical reference to support the construction of the reports, until the data reproduction was finalized. Furthermore, the structuring of the analysis was carried out in three stages: questionnaire, lesson plans and interview in the fractional form, that is, one or several answers are taken to lead the discussions and, in these discussions, data were also sought. complementary to another instrument. In the lesson plan, the questionnaire was used; in the interview, the lesson plans were sought. To support the discussions, there was support on the theoretical base contributions on the TPACK concept by Mishra and Koehler (2009) and on the use of TDIC in education according to contributions from Kenski (2019). As a result of the research, it was observed the interest of the undergraduates in developing a quality education, using the TDIC. It was also found that the lesson plans did not indicate the TPACK, since the undergraduates were not able to establish a relationship between content and the other components that structure the lesson plan, due to the existing gaps about the Pedagogical Content Knowledge (PCK). Without this knowledge, others become weakened, without direction and meaningful action in the pedagogical context. It was also found that undergraduate students recognize the effectiveness of TDIC in Science teaching and that, therefore, training proposals, such as the one developed and which is found as an Educational Product, need to be in the curriculum matrix of the Pedagogy course as a mandatory subject.