Bernardes, T. S., & de Andrade Neto, A. S. (2020). Technological pedagogical content knowledge (TPACK) in pre-service and in-service chemistry teacher training: A systematic literature review.   Revista Novas Tecnologias na Educação, 18(2), 611-620. https://doi.org/10.22456/1679-1916.110304

Abstract:

“To  guide  the  integration  of  Information  and  Communication  Technologies  (ICT)  in  the  classroom,  the  theoretical  model  Technological  Pedagogical  Content  Knowledge  (TPACK),  proposed  by  Mishra  and  Koehler  in  2006,  reinforces  the  importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being  used  for  the  integration  of  technology  in  Chemistry teaching.  This  investigation  was  based  on  a  Systematic  Literature  Review  (SLR),  reaching  a  sample  of  23  articles  published  in  scientific  journals  from  2006  to  2019.  In  general,  the  researches  that  composed this SLR  uses  the  theoretical  model  TPACK  in  a  more  theoretical  way  and  mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.”