The Effects of Wiki-based Collaborative Learning on Learning Performance in a University Pre-service Teacher Training Course

2016 ◽  
Vol 32 (1) ◽  
pp. 201-228
Author(s):  
Hyunkyung Lee
Keyword(s):  
Teacher Training ◽  
Collaborative Learning ◽  
Learning Performance ◽  
Training Course ◽  
Pre Service Teacher

A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

2017 ◽  
pp. 198-225
Author(s):  
Hsiu-Jen Cheng
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Performance ◽  
Learning Program ◽  
Teacher Training Program ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

2018 ◽  
pp. 280-308
Author(s):  
Hsiu-Jen Cheng
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Performance ◽  
Learning Program ◽  
Teacher Training Program ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

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