Technological Pedagogical Content Knowledge Practices in Higher Education: First Impressions of Preservice Teachers

2019 ◽  
Author(s):  
Şefika Sümeyye Çam ◽  
Gürcü Erdamar Koç
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
First Impressions ◽  
Pedagogical Content ◽  
Knowledge Practices

Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

2018 ◽  
Vol 57 (2) ◽  
pp. 360-384 ◽  
Author(s):  
Ching Sing Chai ◽  
Joyce Hwee Ling Koh ◽  
Yiong Hwee Teo
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Structural Equation ◽  
Intervention Program ◽  
Structural Equation Models ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
New Instrument

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Improving Initial Teacher Education in Australia

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.

Improving Initial Teacher Education in Australia

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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