Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor

Abstract

The technological pedagogical content knowledge (TPACK) describes the complex interaction between content, pedagogy and technology. An indispensable part of the conceptual framework is the context, defined as a hierarchy of factors: microcontext, mesocontext and macrocontext. In particular,this study sought to characterize the components and interactions of the context of a university professor. A structured survey, a personal interview and classroom observations were implemented. In general,the professor showed a positive attitude towards the inclusion of technologies in the classroom. The methodological prescriptions of the microcontext for her work influence the development of their TPACK.The training generated within the mesocontext is insufficient for this experienced professor. The macrocontext shows a low coordination between the national and university policies.The effective development of teachers' TPACK finds in the knowledge of the context a starting point to plan and develop actions leading to the effective integration of technology in higher education.