TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND CONTINUOUS TRAINING OF IN-SERVICE TEACHERS: A SYSTEMATIC REVIEW OF THE LITERATURE

In the last decade Technological Pedagogical Content Knowledge (TPACK) has attracted the attention of Educational Science researchers interested in investigating the relationships between teachers and Educational Technology. There are numerous questions that arise from the use of this theoretical referential, mainly associated with its impact on teacher’s identity and practice. In this paper we focus on understanding the continuous training and education of teachers at the light of the TPACK model. Our research question is the following: can TPACK be considered a scientific element of structural intervention in the continuing training of in-service teachers? To address this question we opted for a research methodology that has been historically connected to issues of evidence, decision and intervention in Health Sciences: a Systematic Review of the Literature. This paper reports the systematic review protocol used and the analysis of the 13 articles selected for review. With this paper we intend to contribute to a better understanding of the existing relationships between the TPACK model and the training of in-service teachers.