Technological Pedagogical Content Knowledge in Pre-service Teacher Education: Research in Progress

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

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An Analysis of Trends in Science Education Research on Instructional Technology and its Implications for Science Teachers’ Technological Pedagogical Content Knowledge (TPCK)

Teacher Education Research ◽

10.15812/ter.53.3.201409.511 ◽

2014 ◽

Vol 53 (3) ◽

pp. 511-524 ◽

Cited By ~ 3

Author(s):

나지연 ◽

JINWOONG SONG

Keyword(s):

Science Education ◽

Education Research ◽

Instructional Technology ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Technological Pedagogical Content Knowledge ◽

Science Education Research ◽

Pedagogical Content

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Technological pedagogical content knowledge in teacher education: in search of a new curriculum

Educational Studies ◽

10.1080/03055698.2012.713548 ◽

2013 ◽

Vol 39 (2) ◽

pp. 239-243 ◽

Cited By ~ 36

Author(s):

Jo Tondeur ◽

Natalie Pareja Roblin ◽

Johan van Braak ◽

Petra Fisser ◽

Joke Voogt

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

New Curriculum

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Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch070 ◽

2018 ◽

pp. 1512-1541

Author(s):

Drew Polly ◽

Ian C. Binns ◽

S. Michael Putman ◽

Tracy Rock ◽

Amy J. Good

Keyword(s):

Teacher Education ◽

Elementary Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teacher Candidates ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Teacher Education Programs ◽

Education Programs ◽

Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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Improving Initial Teacher Education in Australia

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch003 ◽

2018 ◽

pp. 50-71

Author(s):

Glenn Finger

Keyword(s):

Higher Education ◽

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Higher Education Institutions ◽

Technological Pedagogical Content Knowledge ◽

Initial Teacher Education ◽

Pedagogical Content ◽

Innovation Fund ◽

The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

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Improving Initial Teacher Education in Australia

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch003 ◽

2018 ◽

pp. 45-66

Author(s):

Glenn Finger

Keyword(s):

Higher Education ◽

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Higher Education Institutions ◽

Technological Pedagogical Content Knowledge ◽

Initial Teacher Education ◽

Pedagogical Content ◽

Innovation Fund ◽

The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

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