Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review (original) (raw)
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European Journal of Educational Research, 2021
In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers’ technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPAC...
Italian Journal of Educational Technology (IJET) , 2023
This article presents the results of a systematic literature review conducted on the research works of doctoral students concerning the TPACK model in primary education and considering multiple roles, including those of teachers, students, and of the educational community. The procedure used was the one proposed by Kitchenham (2004). The selection of 15 doctoral theses was carried out after a search in the repositories TESEO, DIALNET, Doctoral Dissertations on the Net (TDR), Open theses, and Theses and dissertations (OATD), considering the period from the publication of the model by Mishra and Koehler (2006) until April 2020. The review was carried out analyzing open access, full text doctoral theses focusing on primary education. It is concluded that only 6,52% of the total number of theses about TPACK available on the data bases concerns primary education. Furthermore, 53,3% of the research related to the TPACK model in primary education is focused on teachers. These results are in line with those of a previous literature review carried out on the same topic that did not consider this type of literature (Paidicán & Arredondo, 2022b). It is recommended that research on TPACK be expanded, focusing on aspects related to educational management, initial education, and its articulation with primary education.
Sains Humanika, 2014
The aim of this study was to determine the effect of Lesson Study (LS) on pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP). Lesson Study is a Japanese model of teacher professional development in which small groups of teachers collaboratively plan, teach and revise a lesson to improve the quality of their teaching as well as to enrich students' learning experiences. GSP is a dynamic geometry software program for constructing and investigating mathematical objects that enhances the teaching and learning of geometry and many other areas of mathematics. A single-group pretest-posttest design was employed to examine whether there was a significant difference in the pre-service secondary teachers' TPACK for teaching mathematics with GSP after engaging in LS which was incorporated into the mathematics teaching methods course during the first semester of the 2011/2012 academic session in a public university. Forty-six pre-service secondary teachers who enrolled in the course completed the Survey of Pre-service Secondary Teachers' TPACK for Teaching Mathematics with GSP before and after engaging in LS. The results of the paired-samples t-test showed that there was a significant difference in the pre-service secondary teachers' TPACK for teaching mathematics with GSP after LS.
Technological Pedagogical Content Knowledge – A review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.
This study investigates pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student teachers who are trained in five different subject areas (elementary teaching, social science teaching, science teaching, mathematics, and Turkish Teaching) of an education faculty participated in the study. The study was carried out in the spring semester of the 2014-2015 academic year. An adapted Turkish version of the TPACK Scale was used as the data collection instrument. The data was analyzed using SPSS 20.0 software. An independent t-test, ANOVA, Mann Whitney-U, and Kruskal Wallis Tests for non-parametric data were used for statistical analysis. The results show, in the current state, participants have good levels of TPACK. It is also found that there are meaningful relationships and significant differences between some variables such as gender, program attended, having a personal computer and Internet connection, and sub-factors of the TPACK scale. It is suggested that more practical opportunities should be facilitated for pre-service teachers at education faculties to prepare them for 21st century schools.
The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning
2020
The study examined the factors affected teachers' Technology, Pedagogy and Content Knowledge (TPACK). Those factors are Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK) and Technology Pedagogy Knowledge (TPK). Curriculum 2013 has been applying for 5 years. However, an evaluation of how does the teacher deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and technology mastery (technology knowledge) is strongly suggested. The study was quantitative with an associative method involving 200 teachers in Salatiga region as samples drawn with simple random sampling. The results of the study showed that PK has a positive effect on TPACK, while TK and CK do not have a positive effect on TPACK. Furthermore, TK, TPK, PK have positive effects on TPK, and TPK has a positive effect on TPACK. This study also suggested that age influences the development of technological knowledge and if one of the knowledge is...
Education Technology Research & Development
The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for Technological Pedagogical Content Knowledge (TPACK). Specifically, we focused on the strategies included in the Synthesis of Qualitative Evidence (SQD) model: 1) using 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. To explore the relation between the perceived occurrences of the SQD-strategies and TPACK (controlled for pre-service teachers' general attitudes towards technology), survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In a next step, 16 telephone interviews and six in-depth interviews were conducted to gain a more in-depth insight into the nature of the six strategies and their influences on TPACK. The quantitative analyses indicated positive correlations between the SQD-strategies and TPACK, controlled for general attitudes towards technology. The findings from the qualitative analyses showed that teachers acknowledged the importance of the six strategies. However, the respondents emphasized that some of the six strategies are often underutilized. Based on the quantitative and qualitative results, the discussion provides recommendations to improve the potential of pre-service training to enhance future teachers' TPACK.
2022
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.