Actividades tecnológicas escolares - Orígenes

Abstract

This graduation project presents the research findings in which are identified the experiential, institutional and academic referents from which the teachers design the Technological School Activities (TSA). This study follows a case study analysis from the hermeneutical phenomenological methodology, based on the Didactic Content Knowledge - DCK (Shulman, 1987) and articulated with the components and dimensions of the Professional Teaching Knowledge - CPD (Porlán Ariza, R., Rivero García, A. and Martín Del Pozo, R., 1997). All this, as part of the curricular design of the technology and computing area.