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Artículos

Vol. 23 No. 2 (2020): July

Prospective mathematics teachers' tpack in a context of a teacher education experiment

DOI:
https://doi.org/10.12802/relime.20.2322
Submitted
November 7, 2022
Published
2020-07-03

Abstract

The TPACK conceptualizes the professional knowledge of the teacher for an effective integration of technology in education and its development needs to be guaranteed in the initial training of teachers. In this study we analyze the TPACK that future Mathematics teachers of the 3rd cycle of basic and secondary education evidence throughout a Training Experience that aims at their development in the cognitive components that characterize it: conceptions, curriculum, learning and teaching. . Following a Design-Based Research methodology, the results of the 1st cycle of experimentation reveal that the TPACK of future teachers is a complex, dynamic and flexible knowledge, consolidated by the articulation of multiple domains of the teacher's professional knowledge.

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