Conocimiento tecnológico, pedagógico y de contenido, desde el desarrollo de problemas tecnológicos con estudiantes de licenciatura en pedagogía infantil

Abstract

Faced with differentiated and complementary conceptions of technology, mediation with artifacts and the role of didactics as an articulating axis of knowledge that students of child pedagogy base and build in the development of problems of a technological nature, the work addresses the relationship with the main categories, not the model in its integral version, of technological, pedagogical and content knowledge (TPACK) as a strength of teachers in training in understanding theories, concepts and procedures for the reflective and creative use of technologies and their pedagogical component ; considering the knowledge about the processes, practices, teaching and learning methods, values ​​and objectives for educational purposes. The process of development of the activities, their validation, identification and classification, and the strategies implemented from the exercise of the formative practice with a view to characterizing the technological, pedagogical and content knowledge of the undergraduate students are referenced through the implementation of technological problems. The foregoing from the framework of qualitative research with an interpretive approach, and taking computer-aided content analysis as a technique for information analysis.