Technological pedagogical content knowledge (TPACK) in rural contexts: A literature review
DOI:
https://doi.org/10.21703/rexe.v23i51.2183Keywords:
Teacher qualifications, education rural, pedagogy, technology, TPACKAbstract
This literature review aimed to examine the scientific production of the TPACK model in rural education contexts. Twenty-nine articles were selected from the databases DIALNET, Google Scholar, REDALYC, Semantic Scholar and SciELO. The search period was from the start of the model until May 2023. The inclusion criteria were only articles, open access, full text, social sciences, research developed in rural contexts. It is concluded that the publications of the TPACK model in rural education contexts present a scarce development, with only 3,83% of the analysed documents, whose publication took place in the period composed by the years 2013 and 2023. Furthermore, all the research is focused on teachers, with self-report studies of knowledge and teaching experiences being the most recurrent, with 48,27% and 41,32% respectively. It is recommended that research be developed that addresses technological literacy training, through collaborative processes that include the various school stakeholders. In addition, TK, PK and CK knowledge should be included as a priority, regardless of the subject matter to be addressed.
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