Relations between conceptions and pedagogical practices: analysis of 13 Didactic Sequences of History teachers using technologies in the school classroom

Abstract

This paper deepens into the understanding of relationships between History teachers’ conceptions about teaching and learning through the didactic use of ICT. It is possible to find the submission of in-depth interviews and analysis of didactic sequences where 13 History teachers used technology. There was a phenomenographic analysis, which set categories and subcategories related to curricular, didactic and practical use dimensions when ICT were in use. Results evidence patterns between teacher’s conceptions and pedagogical classroom decisions towards the use of technology in class. It is possible to establish segments of teacher’s actions related to direct instruction or individual or social construction of knowledge within didactic sequences. Additionally, there is a need to include the processes of construction processes of constructivist conceptions basis for didactic innovation through ICT in the formation of teachers.