Perceptions of Chemistry Teachers in Initial Training Regarding the Integration of Technology, Pedagogy, and Science in Their Practices During the Pandemic

This study elucidates the perceptions of a group of chemistry teaching undergraduates about the mobilization of knowledge related to the seven bases of the Technological Pedagogical Content Knowledge (TPACK) framework during intervention activities in the pandemic. The descriptive research, with a mixed approach and Survey procedure, was based on observation and 29 Likert scale assertions in a self-report questionnaire, where the nominal variables were reorganized into a scale. Statistical analysis via Statistical Package for the Social Sciences software demonstrated data reliability and normality disparity; thus, parametric (two-way ANOVA) and non-parametric (Kruskal-Wallis) tests were performed, considering a significance level of 5% (p < 0.05). In the end, it was observed that among the 29 assertions, 5 exhibited a significant effect of some group (Gender, Age Group, School Where They Work, Class They Attend, Time of Participation) based on the Kruskal-Wallis test, demonstrating rejection of the null hypothesis (p ≤ 0.05 ≠ H0). Furthermore, the findings indicate a strong need for more holistic initial teacher training, where the use of technology becomes an integral part of Content Knowledge.

Keywords:
Teacher Training; TPACK; Mixed Analysis