scholarly journals TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

2020 ◽  
Vol 9 (4) ◽  
pp. 993
Author(s):  
Prasart Nuangchalerm
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Science Teachers ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Development Program ◽  
Analysis Data ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Pre Service Teacher

Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.

A Study of Some Results of an Educational Media Course within a Teacher Preparation Program

1976 ◽  
Vol 4 (3) ◽  
pp. 187-203
Author(s):  
William McCavitt
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Physical Science ◽  
Behavioral Science ◽  
Student Evaluation ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
First Year ◽  
Instructional Media ◽  
Preparation Program

This study sought to examine one dimension of the on-the-job behavior of secondary public school teachers who have completed a teacher preparation program at Indiana University of Pennsylvania. More specifically, the study examined the on-the-job behaviors and attitudes of these teachers in the following terms: (1) use of instructional media in the classroom, (2) use of instructional media in making student assignments, (3) use of instructional media in conducting student evaluation, (4) years experience (first year or fifth year teacher), (5) teaching area (behavioral science or physical science). The data revealed that differences do exist between the secondary teachers in the behavioral sciences in their attitudes toward and use of instructional media in student assignments and evaluation with physical science teachers scoring higher. Study data also seem to indicate that, regardless of the number of years of teaching experience teachers have, attitudes and uses of instructional media differ very little. It should be pointed out, however, that the attitudes and behaviors toward the use of instructional media by first year teachers, as shown by their mean scores, were slightly higher than those with five years teaching experience.

scholarly journals Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia

2021 ◽  
pp. 103-115
Author(s):  
Raveenajit Kaur A. P. ◽  
Kalvant Singh ◽  
Alberto Luis August
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Data Collection ◽  
Private University ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Structured Interviews ◽  
Mixed Methods Case Study ◽  
Pre Service Teacher

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.

Advocacy in Early Childhood Teacher Preparation

2018 ◽  
pp. 88-113
Author(s):  
Cynthia F. DiCarlo ◽  
Carrie L. Ota
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Preservice Education ◽  
Preparation Program ◽  
Pre Service Teacher

Research suggests that teachers' definitions of advocacy are highly influenced by their academic preservice education, even more than their other experiences (Mevawalla & Hadley, 2012), leading to this being a critical focus for undergraduate pre-service teacher preparation (Snyder, 2012). Advocacy can be viewed by preservice teachers as a worthy, albeit intimidating, goal. This chapter describes a structured advocacy project in an undergraduate teacher preparation program. The project was broken down into component parts across the students' final semester and served as the capstone seminar for the teacher preparation program.

Not Too Young to Lead

2016 ◽  
pp. 202-228
Author(s):  
Tanya Judd Pucella
Keyword(s):  
Leadership Development ◽  
Teacher Preparation ◽  
Teacher Leadership ◽  
Prospective Teacher ◽  
Teacher Preparation Program ◽  
Effective Teacher ◽  
Leadership Roles ◽  
Preparation Program ◽  
Comprehensive Review ◽  
Pre Service Teacher

This chapter reviews the case for leadership development opportunities for pre-service educators so that prospective teacher leaders are willing and able to take on leadership roles once in the classroom. The chapter discusses the various curricular approaches to developing the knowledge, skills, and dispositions needed for effective teacher leadership. This chapter provides a comprehensive review of the various knowledge, skills, and dispositions that can begin to be developed during an undergraduate teacher preparation program. In addition, the chapter will examine focus areas for leadership development for teachers that may not be part of the traditional pre-service teacher preparation curriculum, including the concepts of followership, power, and influence techniques.

Becoming humanizing educators during inhumane times: Valuing compassion and care above productivity and performance

2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Grace Inae Blum ◽  
Leah Dale
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
And Performance ◽  
Pre Service Teacher

This qualitative inquiry presents a duoethnographic reflection by a pre-service teacher and teacher educator on their individual and collective experiences navigating teaching and learning during the COVID-19 pandemic. Emails of gratitude exchanged between both authors serve as the beginning of their inquiry and analysis. Their narratives reveal the ways in which they experienced humanizing pedagogies, received compassion and care, and engaged in culturally sustaining pedagogies within their teacher preparation program. Implications for reimagining teacher preparation embedded in humanizing pedagogies are explored.

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