Este artículo presenta una aplicación práctica del pensamiento meta-analítico para contextualizar los resultados a través de comparaciones directas con estudios similares. Los resultados sugieren que el desarrollo profesional aumentó las percepciones de los profesores de matemáticas de su conocimiento pedagógico (PK), conocimiento tecnológico (TK), conocimiento del contenido pedagógico (PCK) y conocimiento del contenido tecnológico (TCK). Los resultados observados en esta intervención urbana no fueron estadísticamente diferentes de forma significativa en la mayoría de las investigaciones anteriores en esta área. Esto es importante porque las intervenciones en las escuelas urbanas a menudo se caracterizan por ser menos exitosas que en otros entornos educativos. Debido al enfoque de investigación elegido los resultados tienen implicaciones prácticas para la formación profesional docente.
The purpose of this study was to use meta-analytic thinking to evaluate the results of a three-week professional development on mathematics teachers’ technological pedagogical content knowledge (TPACK). The study aims to elucidate the necessity of technology professional development activities to support mathematics teaching and learning in urban schools. This study utilizes mean difference confidence intervals as measures of the effectiveness of a professional development intervention in an urban school district in the U.S. This article presents a practical application of meta-analytic thinking to better contextualize the results through direct comparisons to similar studies. The results of this study suggest that the professional development increased mathematics teachers’ perceptions of their pedagogical knowledge, technological knowledge, pedagogical content knowledge, and technological content knowledge. The study results indicate that despite smaller overall effect sizes the results observed in this urban intervention were not statistically significantly different from most prior research in this area. Because of the chosen research approach, the research results have practical as well as empirical implications for the development and delivery of professional development in urban schools. This article contributes to the literature by providing a contextualized assessment of PD effects and by placing these effects in a broader scholarly context.
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