Strategies to prepare pre-service teachers for Technological Pedagogical Content Knowledge (TPACK): A mixed-method study (original) (raw)
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2018
This dissertation focuses on pre-service teachers and upper secondary school students as users of Information and communication technologies (ICT) in education from the point of view of the Technological Pedagogical Content Knowledge (TPACK) framework. While the surrounding world and changing school environment requires teachers in training to use ICT meaningfully in their teaching, there is a need to discover how pre-service teachers develop their abilities and knowledge about integrating technology into their studies. The TPACK framework is a widely used theoretical perspective for investigating teachers’ professional knowledge about ICT use in educational settings. TPACK is an important area of research, because until now there has not been a straightforward way to develop teachers’ TPACK in practice. Hence, the aim of this dissertation is to provide insights into the starting points of pre-service teachers’ TPACK, its development and factors influencing its development. The empi...
Australasian Journal of Educational Technology
Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article e...
2012
This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in theWeb of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research.
Technological Pedagogical Content Knowledge in teacher education: In search of a new curriculum
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. 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 teacher education institutions 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 teacher education institutions.""""
2015
Although technology is on the rise in society and schools, many teachers are not effectively incorporating technology into their teaching and learning. The lack of use can be attributed to teachers’ negative beliefs and feelings about technology. Effective teaching requires not only mastery of the subject content, pedagogical techniques, and technological affordances, but also how to achieve a successful dynamic interaction between those three factors. In this paper, the author has elucidated how these teacher beliefs and feelings are generate and the Technological, Pedagogical, Content knowledge framework (TPACK) framework is presented as a method of ameliorating these negative teacher impressions to work towards the effective use of technology in teaching and learning.
Pre-Service Teachers' Preparedness in Integrating Pedagogy, Content and Technology Knowledge
2018
Education is a vital aspect of life. From primary to secondary, from undergraduate to postgraduate – all these phases of learning involve teaching and learning, through which students develop understanding and therefore create the meaning of what they have learned. Creating an appropriate learning environment for learners is a challenging process. Teachers need to be well-versed in the content of their teaching and execute their teaching process in a pedagogically sound way. With today's burst of technology, the teaching and learning process has become more fun. In this sense, teachers are expected to prepare themselves with skills related to technology, and this process starts from the beginning of teacher education, i.e. pre-service training. The objectives of this paper are to investigate the extent of which pre-service teachers are prepared with skills to integrate technology, pedagogy and content knowledge, and to seek suggestions for improvement of the current practice. The research participants were 129 pre-service teachers (second, third and fourth years) from the Faculty of Education, Universiti Kebangsaan Malaysia. Data was collected using a set of questionnaires and was analysed using SPSS. The findings of the research indicate that overall, students varied in terms of their preparedness in TPACK based on their year of study and their programs. This paper further discusses the measures that should be taken to enhance TPACK skills among pre-service teachers.
TPACK has been a new issue of interest for the last decade. Koehler and Mishra (2005) suggested TPACK framework to address the knowledge needed for teachers to integrate technology in their classrooms. Self-reported scales are the most common measurement tools for TPACK. Surveys can inform about participants' beliefs, views, attitudes, and dispositions that are the most effective on their decisions related to teach with or without technology. Most of the TPACK surveys have lack about reliability and validity. In this study, a valid and reliable survey called TPACK Self Assessment Scale (TPACK-SAS) was developed to identify pre-service teachers' self-perceptions and self-assesments of their TPACK. The steps (item pool, expert review, item performance analyses, validity, reliability and factor analyses) suggested by DeVellis (2003) were followed in the scale development process. TPACK-SAS was administered to 754 preservice teachers. After the analyses process, it consisted of seven subdomains, similar with the original framework, and 67 items. Pre-service teachers were also asked whether they have their own computers or not, where they access internet, amount of time they spend using computers, proficiency of using computers and their intentions to use computers. The relationships between these variables and TPACK subdomain were investigated.
A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.