摘要：AbstractThe research presented in this article addresses the issue of teacher training in technology and professional development, specifically in the scenario of an innovative project –Cl@sses 2.0 Action– promoted by the Italian Ministry of Education. Based on the TPACK theoretical model (Mishra and Koehler, 2006) and LAT-Learning Activity Types (Harris and Hofer, 2009), the research inquires into the level of TPACK development in a group of in-service teachers participating on a voluntary basis in order to find suitable ways to guide them in the integration of technology into their educational practices. The research involves two major threads of enquiry: 1) a survey of teacher's knowledge of content, teaching and technology, and the relations among these areas; 2) an application of such knowledge through the design of teaching units. In the former case, an adaptation of the questionnaire elaborated by Shmidt and Colleagues (2009) was administered to 11 class councils (110 lower secondary school teachers). In the latter case, following the approach of Hofer and Harris (2010) with some adaptations, a planning grid was proposed for the same subjects, but a feedback of only 2 full class councils (22 teachers) was received. The research findings show some weaknesses not only in teacher's technological knowledge, as the literature highlights, but also in planning skills, mostly regarding teaching approaches, student's activities and knowledge forms. The necessity to invest in teacher training as a whole – and not only in their technological competency – is suggested.
关键词：In-service teacher training;Technology integration;TPACK-Technological;Pedagogical And Content Knowledge;LAT-Learning Activity Types
