Search results for: Pedagogical content knowledge
Page 1/22 218 items
TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
This study examined how preservice teachers’ instructional decision making reflected the use of technological, pedagogical, and content knowledge (TPACK) components in an elementary-level special education setting. The findings reveal that the preservice special education teachers had multiple opportunities to practice combining technological knowledge, pedagogical knowledge, and content knowledge to make instructional decisions through technology integration. In addition, the participants blended components of this specialized knowledge to make in-the-moment teaching decisions when integrating technology into tutoring sessions.
Updated: Jul. 17, 2018
A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science With Blogs
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Updated: Feb. 22, 2018
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Updated: Feb. 13, 2018
The goal of this study was to explore Early Childhood Education (ECE) pre-service teachers’ perceptions of technological, pedagogical, content knowledge (TPACK) development in the course Instructional Technology and Material Design, which required them to design educational computer games for ECE. The findings show that participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, the participants compensated for inadequacy in a knowledge domain with help from friends, instructors, or the Internet, in addition to personal efforts to increase knowledge.
Updated: Sep. 27, 2017
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Updated: Sep. 27, 2017
Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
This paper offers a conceptualization and operationalization of the professional knowledge of future middle school teachers for teaching English as a foreign language (TEFL), whom the authors directly assessed using tests developed by the research group. The authors conclude that test score differences by phase and program as shown in this study are well aligned to certain priorities laid down in the initial teacher education curriculum. The authors consider this as evidence for the curricular validity of the tests. The authors suggest that the tests could be used to inform about learning progress of student teachers throughout their teacher preparation program.
Updated: Sep. 25, 2017
The purpose of this study was two-fold. Firstly, it examined how preservice primary teachers develop self-assessed technological, pedagogical, and content knowledge (TPACK) in science through an intervention in which they were acquainted with using simulations in science teaching. Secondly, it studied the possible connection of preservice teachers’ beliefs measured through their self-assessed knowledge in the different domains of the TPACK framework with their attitudes toward simulations. The results indicate that the introduction to simulations in science had a medium to large effect on the preservice teachers’ beliefs in the content knowledge (CK), pedagogical knowledge (PK) and TPACK domains of the TPACK framework. Preservice teachers’ belief in their technological knowledge (TK) correlated with their views on the usefulness of simulations in science teaching.
Updated: Sep. 06, 2017
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Updated: Aug. 13, 2017