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What is Model of Reasoning and Pedagogical Action

Chapter 6
Handbook of Research on TPACK in the Digital Age
Dynamic reasoning cycle that implies critical reflection of pedagogical, disciplinary, and contextual information by the teacher, in order to take advantage of what the students already understand, and adequate content to their characteristics for effective teaching.
Published in Chapter:
The Practices of Learning Assessment in the Initial Teacher Training: A Glance From the TPACK Model
Berenice Morales González (Benemérita Escuela Normal “Enrique C. Rébsamen”, Mexico), Rubén Edel Navarro (Universidad Veracruzana, Mexico), and Genaro Aguirre Aguilar (Universidad Veracruzana, Mexico)
Copyright: © 2019 |Pages: 18
DOI: 10.4018/978-1-5225-7001-1.ch006
Abstract
The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.
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