Analysis of technological pedagogical content knowledge in teachers of mathematics and language and literature subjects

Abstract

The aim of this research is to analyses the Technological Pedagogical Content Knowledge (TPCK) of teachers of Mathematics and Language and Literature subjects in a secondary school in Nicaragua, specifically in the three dimensions of this theoretical model: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The study was developed under a comparative descriptive approach, with the participation of 11 teachers (5 Mathematics and 6 Language and Literature). For the data collection, an online questionnaire was applied to the teachers and analyzed through comparative tables of the three dimensions of the TPCK. The results indicate that there is more evidence of Technological Pedagogical Content Knowledge in Mathematics teachers than in Language and Literature teachers. It is concluded that there is a need to support teachers in both disciplines in specific areas of the TPCK to improve their skills.