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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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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4.
Yavuz Saka Sherry A. Southerland Julie Kittleson Todd Hutner 《Research in Science Education》2013,43(3):1221-1244
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided. 相似文献
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This ethnographic research study investigated three elementary teachers’ perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework– technological, pedagogical or content knowledge – have similar levels of influence on teachers’ language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers’ attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers’ pedagogical knowledge and years of teaching experience strongly influenced their decisions regarding mobile technology integration. By the end of the study, all teachers identified stronger connections and awareness in relation to the components of TPACK. The implications of these findings will provide insight relevant to the development of professional development opportunities for teachers regarding TPACK that could ultimately lead to more successful technology integration by teachers. 相似文献
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Lei Wang Ronghui Zhang David Clarke Weizhen Wang 《Journal of Science Education and Technology》2014,23(2):280-297
Enactment of scientific inquiry in classroom has attracted a great attention of science educators around the world. In this study, we examined two competent teachers’ (one Grade 9 chemistry teacher and one Grade 4 science teacher) enactment of scientific inquiry in selected teaching units to reveal the characteristics of enacted inquiry at different grade levels by analyzing lesson sequence videos. The coding schemes for enacted inquiry consist of ontological properties and instructional practices. Pre-topic and post-topic teacher interviews and the two teachers’ responses to a questionnaire were adopted to identify the factors influencing teacher’s enactment. The results indicate that the two case teachers’ enactment involved a range of inquiry activities. The enacted inquiry at fourth-grade level covered all the inquiry elements, tending to engage students in the whole procedure of inquiry. The ninth-grade chemistry class placed emphasis on the elements “making plans” to solve problems in authentic context. Important factors influencing the enactment include teacher’s understanding about scientific inquiry, textbooks, assessment, students and resource. Implications for inquiry enactment and instruction improvement have been provided. 相似文献
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Chia-Jung Lee ChanMin Kim 《Educational technology research and development : ETR & D》2014,62(4):437-460
The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied in a technology integration course with fifteen participants from diverse majors. Data included individual participants’ written materials and TPACK survey responses, group lesson plans, and the researchers’ field notes. The data analysis results revealed that: (1) the participants had difficulties understanding pedagogical knowledge (PK), which hindered their learning of integrated knowledge of TPACK and (2) their learning of TPACK was the combination rather than the integration of PK, technological knowledge, and content knowledge. Suggestions and implications for refining the model and future research possibilities are discussed. 相似文献
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选取"一师一优课一课一名师"评估活动中的一节部级优课,利用基于信息技术的互动分析编码系统(ITIAS),对课堂教学行为做频数分析和矩阵分析,了解课堂氛围、课堂教学结构、教师言语、师生问答、技术使用及动态特征曲线等情况。研究发现:在这一节部级优课中,信息技术与教学深度融合,教学效果良好;课堂教学气氛融洽,师生之间情感深厚;教师注重鼓励学生,学生自信心和成就感有所提升;教学方法灵活多样,学生的问题解决能力有了长足的发展。这启示教师在提升智慧课堂教学质量和信息化教学能力时,应灵活运用信息技术与数字化资源;合理安排教学设计,注重师生之间教学交互;把握课堂教学节奏,营造良好课堂氛围。 相似文献
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From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers 总被引：4，自引：2，他引：2
New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative
teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue.
This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological
pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were
designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service
teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews.
This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the
impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating
subject-matter knowledge into science lessons, and further enhanced their TPACK. 相似文献
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Seyum Tekeher Getenet Kim Beswick Rosemary Callingham 《Education and Information Technologies》2016,21(1):19-34
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities. 相似文献
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In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes. 相似文献
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Nicole Tuttle Joan N. Kaderavek Scott Molitor Charlene M. Czerniak Eugenia Johnson-Whitt Debra Bloomquist Winnifred Namatovu Grant Wilson 《Journal of Science Teacher Education》2016,27(7):717-745
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery. 相似文献
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Patrick Brown Patricia Friedrichsen Sandra Abell 《Journal of Science Teacher Education》2013,24(1):133-155
In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research. 相似文献
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In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice.
An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom
practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues
that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations.
Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’
beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science.
The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious
to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they
encourage teachers to implement reformed teaching practices. 相似文献
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This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
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Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 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