Conocimiento técnico pedagógico del contenido (TPACK) en contextos rurales: Una revisión bibliográfica
DOI:
https://doi.org/10.21703/rexe.v23i51.2183Palabras clave:
Competencias el docente, educación rural, pedagogía, tecnología, TPACKResumen
La presente revisión de literatura tuvo como objetivo examinar la producción científica del modelo TPACK en contextos de educación rural. Se han seleccionado 29 artículos de las bases de datos y repositorios DIALNET, Google Scholar, REDALYC, Semantic Scholar y SciELO. El periodo de búsqueda comprende desde el inicio del modelo hasta mayo 2023. Los criterios de inclusión fueron: solo artículos, acceso abierto, texto completo, ciencias sociales e investigaciones desarrolladas en contextos rurales. Se concluye que las publicaciones del modelo TPACK en contextos de educación rural presentan un desarrollo escaso, con solo el 3,83% de los documentos analizados, publicados en el periodo compuesto por los años 2013 y 2023. Además, todas las investigaciones están centradas en el profesorado, siendo los estudios de autoinforme de conocimiento y experiencias docentes las más recurrentes, con 48,27% y 41,32% respectivamente. Se recomienda el desarrollo que investigaciones que aborden la formación de conocimientos tecnológicos, por medio de procesos colaborativos que incluyan a los distintos integrantes de las escuelas. Además, se deben considerar de forma prioritaria los conocimientos TK, PK y CK, independiente de la temática que se pretende abordar.
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