Aplica？？o do modelo de conhecimento tecnológico, pedagógico do conteúdo (TPCK) em um programa on-line de forma？？o continuada de professores de Ciências e Biologia

this paper presents a description with quantitative results of the profile and participation of teachers in the online program for biology teachers at cecierj foundation in the state of rio de janeiro. our main focus is to show the recurring pattern of teachers who participated in the different course models within the possibilities of technological, pedagogical content knowledge (tpck), used integrated with or isolated from different courses. in addition, discuss the use of this knowledge base in teacher training programs in the areas of sciences and biology. in 2008 and 2009, there was a significant increase in the number of the participants who concluded and were approved and a decrease of 14.1% in the dropout rate. the reason for the increase in the participation rate is related to the changes implemented in the virtual environment of the courses. the approaches of pedagogical content knowledge (pck) and technological, pedagogical content knowledge (tpck) probably attracted more teachers to participate. in contrast, just the pedagogical knowledge (pk) and content knowledge (pck) models had a lower dropout rate. although the tpck model attracted more teachers participate (60.2%), it had a higher rate of dropout, probably because it requires teachers to learn in a knowledge base that is different from what they are used to or have been trained in initially. the combined approach of technological, pedagogical content knowledge (tpck) has a strong theoretical background in international literature and demonstrates an importance in building a focused curriculum for the initial and continuing training of teachers.