Integrating Digital Technologies in Education: Exploring Teachers' TPACK and Professional Development Strategies

The advancement of digital information and communication technologies (DICT) has brought about significant changes in education, requiring teachers to develop new skills to integrate these technologies into their teaching practices. However, many still struggle to use DICT effectively, likely due to insufficient training. This study investigates how teachers in the municipal education system of Santo André understand, express, and apply technological pedagogical content knowledge (TPACK) in their teaching, especially in relation to DICT integration. The research is grounded in the premise that DICT is key to pedagogical innovation and adapting teaching to contemporary needs, but gaps remain in teacher training and their ability to integrate these technologies efficiently.

The main objective is to understand teachers' perceptions and practices regarding TPACK and DICT. Specifically, the study seeks to analyze their knowledge of technological pedagogical content, identify challenges they face in using DICT, and develop and validate a professional development program that addresses these needs. The research uses Design-Based Research (DBR), emphasizing collaborative work between researchers and participants. This approach fosters a formative process that involves iterative cycles of development, implementation, and reflection.

Data collection includes questionnaires (with open and closed questions) and the Free Word Association Technique (TALP), analyzed with the IRaMuTeQ software. This method allows for in-depth analysis of teachers' social representations of DICT use. Results show that while teachers recognize the importance of DICT in enhancing teaching and learning, there is still limited use. Barriers include unfamiliarity with digital tools and insufficient initial training, making DICT integration in classrooms challenging. Additionally, teachers express the need for more practical, targeted training, helping them not only learn about technology but also apply it effectively in the classroom.

In response to these findings, the proposed educational product is a continuous professional development program designed to support the progressive improvement of teaching practices using DICT. This training promotes the development of TPACK and provides teachers with opportunities for reflection, experimentation, and practical use of technology in the school setting.