scholarly journals Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Petrea Redmond ◽  
Jennifer Lock
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Learning ◽  
Online Survey ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Needs ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Learning And Teaching

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article explores secondary pre-service teachers’ perceptions of TPACK and its components, along with their professional learning needs for TPACK development. Implications for teacher education programs are also provided.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2020 ◽  
pp. 279-315
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2021 ◽  
pp. 674-711
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

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.

scholarly journals Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching

2021 ◽  
Vol 11 (9) ◽  
pp. 416-423
Author(s):  
Jem Cloyd M. Tanucan ◽  
◽  
Ma. Rosita A. Hernani ◽  
Felix Diano Jr.
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Survey ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
The Philippines ◽  
Chi Square ◽  
Digital Platforms ◽  
Pedagogical Content

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.

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