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Artículos

Vol. 23 No 2 (2020): Juillet

O TPACK DE FUTUROS PROFESSORES DE MATEMÁTICA NUMA EXPERIÊNCIA DE FORMAÇÃO

DOI
https://doi.org/10.12802/relime.20.2322
Soumis
novembre 7, 2022
Publiée
2020-07-03

Résumé

Le TPACK conceptualise les connaissances professionnelles de l’enseig nant en v ue d’u ne intég ration eff icace de la tech nologie dans l’éducation et son développement doit être garanti dans la formation initiale de l’enseignant. Dans cette étude, nous analysons le TPACK présenté par les futurs enseignants de mathématiques du collège et secondaire tout au long d’une expérience de formation visant à développer les composantes cognitives qui le caractérisent: conceptions, programme d’études, apprentissage et enseignement. Suivant une méthodologie de Design-Based Research, les résultats du 1er cycle d’expérimentation révèlent que le TPACK des futurs enseignants est une connaissance complexe, dynamique et f lexible, consolidée par l’articulation de multiples domaines de la connaissance professionnelle de l’enseignant.

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