Technical Pedagogical Content Knowledge (TPACK) in Ibero-America: A Literature Review

Authors

DOI:

https://doi.org/10.32719/26312816.2022.6.2.9

Keywords:

teacher qualifications, pedagogy, technology, TAPCK

Abstract

This article presents the results of a literature review, the aim of which was to examine the scientific production related to the TPACK model in the Ibero-American context. The selection of 22 articles was made in the databases Scopus, WoS, ERIC, SciELO, Dialnet and Redalyc. The search period considered the beginning of the 2006 model until November 2022. The inclusion criteria were only articles, open access, full text, social sciences, research developed in Iberoamerican countries. It was concluded that there are only 3.73% of TPACK model publications in Ibero-American contexts, published in the period between 2014 and 2022. Furthermore, 81.81% of the research focused on teachers, with studies, self-report knowledge being the most representative, with 55.55%. It is recommended to develop research that addresses the TPACK model in different contexts and to develop multidisciplinary programs that include all school stakeholders.

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2023-07-01

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Paidicán Soto, M., & Arredondo Herrera, P. A. . (2023). Technical Pedagogical Content Knowledge (TPACK) in Ibero-America: A Literature Review. Andean Journal of Education, 6(2), 000629. https://doi.org/10.32719/26312816.2022.6.2.9

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Vol. 6 No. 2 (2023): Andean Journal of Education 6(2) (May-October, 2023)

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Systematic literature reviews

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Copyright (c) 2023 Miguel Paidicán Soto, Pamela Alejandra Arredondo Herrera

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