evaluation of pedagogical, disciplinary and technological knowledge in science teaching

This papers describes a research proyect focused on the evaluation of technological, pedagogical and content knowledge in science teaching in the preschool, primary and special education degrees at the Escuela Normal Veracruzana "Enrique C. Rébsamen" in Xalapa, Veracruz, México. The study is proposed from an epistemological perspective that studies the insertion of technology in the classroom from an integral and systemic way: the framework of the Technological, Pedagogical, Content Knowledge (TPACK) model developed by Mishra and Koehler (2006) and Koehler and Mishra (2008), based on the analysis of the construct Pedagogical Content Knowledge (PCK) proposed by Shulman (1986; 1987). This scheme is the basis for understanding the interrelation between the pedagogical, disciplinary and technological components on teachers training for science teaching. It is expected that the results allow to obtain rigorous information about the scope of teaching profile in relation to the natural sciences teaching and spreading an innovative paradigm of the science teaching from the initial teacher training.