Conocimiento Técnico Pedagógico del Contenido (TPACK) en educación especial: una revisión bibliográfica
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https://doi.org/10.25267/Hachetetepe.2024.i29.2204Información
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- Miguel Ángel Paidican Soto (ES) Universidad de Granada https://orcid.org/0000-0003-0696-054X
- Pamela Alejandra Arredondo Herrera (ES) Universidad de Granada
Resumen
El presente artículo es el resultado de una revisión de literatura que tuvo como objetivo examinar el modelo TPACK desde su producción científica en contextos de educación especial. Los 16 documentos fueron seleccionados en las bases de datos DIALNET, ERIC, JSTOR, PsycINFO, Redalyc, SCOPUS y WoS. El período de búsqueda incluyó desde el inicio del modelo, en 2006, hasta diciembre 2023. Se incluyeron artículos de acceso abierto, texto completo, relacionado con las ciencias sociales y referido con la educación especial. Se concluyó que existe un acotado desarrollo del TPACK en educación especial al obtener solo 5,59% de los documentos revisados, entre los años 2014 y 2023, más de 50% de las investigaciones se desarrollaron en la educación superior, siendo Estados Unidos el país con mayor producción. Se destaca la diversificación de instrumentos surgidos del modelo TPACK, permitiendo obtener una visión conceptual más amplia. Se recomienda desarrollar procesos de formación profesional docente que incluyen los conocimientos pedagógicos, tecnológicos y disciplinares.
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Derechos de autor 2024 Miguel Ángel Paidican Soto, Pamela Alejandra Arredondo Herrera
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