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Joyce Hwee Ling Koh Ching Sing Chai Huang-Yao Hong Chin-Chung Tsai 《Asia-Pacific Journal of Teacher Education》2015,43(5):378-391
This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology. 相似文献
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在教育信息化2.0背景下,提升教师整合技术的学科教学知识(Technological Pedagogical Content Knowledge,TPACK)水平显得尤为重要。为了探究职前教师个人知识管理(Personal Knowledge Management,PKM)与TPACK水平的关系,文章采用基于问卷调查数据的定量分析和基于深度访谈数据的定性分析相结合的方法,以S大学化学专业30名职前教师为研究对象,就其PKM与TPACK水平的相关性进行了多方面分析,发现:职前教师的TPACK水平与PKM能力显著相关,基于PKM的TPACK课程培训可提升职前教师的TPACK水平。此结论为发展职前教师的TPACK水平提供了一个新的思路,有利于推动信息技术与课程的深度融合。 相似文献
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Joyce Hwee Ling Koh Huay-Lit Woo Wei-Ying Lim 《Educational Assessment, Evaluation and Accountability》2013,25(4):321-339
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed. 相似文献
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Min Jeong Song 《Educational Media International》2018,55(3):183-198
3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture. 相似文献
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As technology continues developing and being integrated into all facets of society, it has a direct impact on education. In response, TPACK (Mishra & Koehler, 2006) was developed as a framework to guide how teachers think about the relationship between their knowledge of pedagogy, content, and technology. However, since its first articulation, significant changes to the technology have occurred. Plus, upon careful review, TPACK’s basis in research, selection of terms, and focus on teacher knowledge limited its usefulness. In response, research that supports TPACK’s multiple dimensions was added, which resulted in TPACK being focused on students learning twenty-first-century skills. 相似文献
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This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in‐service teacher education). A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme ‘Dealing with mixed‐age classes’, and the effects of coaching. Based on pre‐ and post‐training classroom observations, the second improvement study‐‐like the first one‐‐revealed a significant treatment effect for pupils’ time‐on‐task levels in mixed‐age classrooms, and for teachers’ instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time‐on‐task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in‐service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme. 相似文献
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Anu Alanko 《师资教育杂志》2018,44(3):321-332
AbstractCooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools. 相似文献
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Jo Tondeur Natalie Pareja Roblin Johan van Braak Petra Fisser Joke Voogt 《Educational studies》2013,39(2):239-243
The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI. 相似文献
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Evrim Baran Sedef Canbazoglu Bilici Aylin Albayrak Sari Jo Tondeur 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):357-370
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs. 相似文献
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Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
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Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.
相似文献13.
高惠蓉 《外语教学理论与实践》2023,181(1):62
面向卓越教师培养,借助信息技术开展英语师范生教学技能混合式教学,有助于克服师范生教育教学知识理论与实践脱节的问题,促进课程理论性与实践性的深度融合,切实弥补师范生课堂准备不足的短板。基于微能力认证的英语师范生教学技能混合式教学,通过线上线下融合的方式,体现能力本位的师范生教学能力培养的新理念。 相似文献
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A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course. 相似文献
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The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers’ information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how these relationships are related to teachers’ TPACK. As a result, the theory–practice nexus of this framework remains weak. In this study, a structural equation model based on Mishra and Koehler’s TPACK framework was developed to describe the TPACK perceptions of 455 practicing teachers in Singapore. The study shows that teachers, perceived TPACK to be formulated from the direct effects of technological knowledge and pedagogical knowledge. They also perceived these knowledge sources to contribute to the development of technological pedagogical knowledge and technological content knowledge, which also contributed to their TPACK. In these teachers’ conceptions of TPACK, however, the effects of content knowledge and pedagogical content knowledge were not evident. The implications of these relationships to the design of teacher professional development in ICT are discussed. 相似文献
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Zeki Arsal 《International Journal of Science Education》2013,35(10):1326-1338
ABSTRACTIn the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research. 相似文献
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必备整合技术学科教学法知识（TPACK）对21世纪的教师来讲是一个要求也是一个宣言。教师TPACK的培养和发展成为教师专业化发展的重要组成部分。如何培养和发展教师的TPACK成为教师教育者、教师不得不去面临的问题。国外对TPACK发展进行了众多研究并产生了丰富的研究成果。梳理国外TPACK的发展方法、路径和具体策略,给我国教师TPACK发展提供几点启示和借鉴,TPACK发展要体现情境性、持续性、社会性、设计性、生成性、系统性等需求。 相似文献
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?ebnem Feriver Gaye Teks?z Refika Olgan Alan Reid 《Environmental Education Research》2016,22(5):717-746
In this study, we discuss findings from a small-scale project evaluating an in-service teacher training programme focused on ‘perspective transformation’ in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood teachers, based on a variety of Mezirowian-inspired adult education activities. Data were gathered using a mixed method research design, from 24 early childhood educators, through learning diaries, a Learning Activities Survey and follow-up interviews. Initial findings illustrate the range of transformations possible in the teachers’ perspectives during and after the training workshops. Influential factors in facilitating perspective transformation are shown to be the content, structure and sequencing of the training, and peer support. We conclude that transformative learning techniques offer a viable framework for engaging practicing early childhood teachers with EfS and also discuss implications for teacher preparation in both areas. 相似文献
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《Studying Teacher Education》2013,9(2):193-204
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. 相似文献
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Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献