UMA REVISÃO SISTEMÁTICA DA PESQUISA TPACK SOBRE ENSINO DA LÍNGUA INGLESA
DOI:
https://doi.org/10.18316/rcd.v16i42.11716Palavras-chave:
TPACK, technology integration, English Language Teaching (ELT), systematic reviewResumo
Os desenvolvimentos no campo da tecnologia educacional aceleraram a pesquisa em Conhecimento Tecnológico, Pedagógico e de Conteúdo (TPACK). À medida que o número de estudos TPACK tem aumentado, surgiu a necessidade de um estudo de categorização das pesquisas anteriores. Portanto, o objetivo deste estudo de revisão sistemática é apresentar uma tabela de categorização dos estudos TPACK em três temas principais, a saber, compreensão do TPACK, medição do TPACK e desenvolvimento do TPACK. No estudo, objetivou-se investigar a distribuição dos artigos quanto ao ano de publicação, país, metodologia e participantes. Para tanto, foram examinados 39 artigos de periódicos navegados no índice Web of Science e publicados entre os anos de 2013 e 2024. Os resultados revelaram que o número de estudos TPACK diminuiu a partir do ano de 2021, os Estados Unidos da América foram o país líder com o maior número de estudos TPACK, o desenho quantitativo foi o desenho de investigação preferido e a maioria dos estudos foram realizados com professores em formação para desenvolver seu nível TPACK.
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