Design the Future Activities (DFA): A Pedagogical Content Knowledge Framework in Engineering Design Education

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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Developing a Technological Pedagogical Content Knowledge Framework for Science Education: Implications of a Teacher Trainers’ Preparation Program

10.28945/1277 ◽

2010 ◽

Cited By ~ 7

Author(s):

Athanassios Jimoyiannis

Keyword(s):

Science Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Preparation Program ◽

Pedagogical Content ◽

Knowledge Framework ◽

Teacher Trainers

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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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IMPEDING FACTORS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN TEACHING AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT

Language and Education Journal Undiksha ◽

10.23887/leju.v2i1.20285 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

N.W. Widyanti ◽

M.H. Santosa ◽

I.G.A.L.P. Utami

Keyword(s):

High Schools ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Teachers ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Framework ◽

Qualitative Research Design ◽

Collection Data ◽

Voice Recorder

This study was qualitative research design focused on investigating the impeding factors faced by the English teachers in implementing technological pedagogical content knowledge framework in teaching. This study was investigated the interview using voice recorder (handphone) and took 9 English teachers in order to investigate the impeding factors faced by the teachers in implementing technological pedagogical content knowledge framework. The result of the interview data processed by using four analysis from Miles and Huberman (1994), namely data collection, data reduction, data display and conclusion drawing/verification. The result showed that there were two impeding factors faced by the English teachers at senior high schools in Buleleng sub-district in implementing technological pedagogical content knowledge framework in teaching, they were facilities and students’ attitude. However, those could be solved by the teachers through does not using the facilities together in the same time and make the regulation for the students when implementing technology.

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Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

TPACK ◽

10.4018/978-1-5225-7918-2.ch013 ◽

2019 ◽

pp. 273-288

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher Education ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

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.

Download Full-text