Looking to the Future in Transforming Inservice Teachers' TPACK through Online Continued Learning

2016 ◽  
pp. 132-150
Keyword(s):  
Preservice Teachers ◽  
Problem Based Learning ◽  
Empirical Support ◽  
Research Process ◽  
Matter Content ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Online Programs ◽  
Future Challenges ◽  
Continued Learning

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of TPACK content as an integration of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning trajectory, framed with a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extend the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Multiple factors frame the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing preservice teachers' TPACK.

Looking to the Future in Transforming Inservice Teachers' TPACK Through Online Continued Learning

2018 ◽  
pp. 2163-2176
Author(s):  
Margaret L. Niess
Keyword(s):  
Preservice Teachers ◽  
Problem Based Learning ◽  
Empirical Support ◽  
Research Process ◽  
Matter Content ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Online Programs ◽  
Future Challenges ◽  
Continued Learning

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of TPACK content as an integration of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning trajectory, framed with a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extend the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Multiple factors frame the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing preservice teachers' TPACK.

Online Continued Learning for All Educators

2019 ◽  
pp. 168-190
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Problem Based Learning ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Online Programs ◽  
Pedagogical Reasoning ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Continued Learning

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.

Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

2016 ◽  
pp. 78-101
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory

2018 ◽  
pp. 914-931 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

Preservice Teachers Learning about Students and the Teaching-Learning Process

2000 ◽  
Vol 20 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Marianne Woods ◽  
Grace Goc Karp ◽  
Elizabeth Escamilla
Keyword(s):  
Preservice Teachers ◽  
Teacher Research ◽  
Field Experience ◽  
Peer Interactions ◽  
Research Process ◽  
Early Field Experience ◽  
Student Centered ◽  
Curriculum Instruction ◽  
Teaching Learning ◽  
Secondary Methods

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

Supporting quality social studies instruction: the social studies practices continuum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Erickson ◽  
Kerry A. Dunne ◽  
Christopher C. Martell
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
Content Type ◽  
Instructional Coaches ◽  
College Career ◽  
The Social ◽  
Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

scholarly journals THE PRESENTATION OF SELF IN EVERYDAY ETHER: A CORPUS ANALYSIS OF STUDENT SELF-TELLINGS IN ONLINE GRADUATE COURSES

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Carla Meskill ◽  
Gulnara Sadykova
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Doctoral Students ◽  
Written Language ◽  
Corpus Analysis ◽  
Inservice Teachers ◽  
Presentation Of Self ◽  
Graduate Courses ◽  
Self Presentation ◽  
Academic Context

This study examines the patterns and substance of student self introductions in nine fully online graduate courses in education. A composite of social identity frameworks with an emphasis on language as the tool for self-presentation is first developed to guide the analysis and interpretation of these data. In particular Sfard and Prusack’s operationalization of the telling of identity, along with Bruner’s construct of turning points in self-tellings are discussed and employed as analytic lenses. The question of how, in a tightly defined social/academic context, adults use written language to present themselves to others is taken up through content analysis supported by linguistic concordancing. Two hundred twenty-three “Meet Your Classmates” entries are examined for their form and content. Entries composed by preservice teachers, inservice teachers, and doctoral students reveal differences regarding academic and professional identity-telling with the tenacity of institutionally situating and situated forces prevailing.

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

2021 ◽  
pp. 073428292110394
Author(s):  
Steven R. Chesnut ◽  
Daniel B. Hajovsky
Keyword(s):  
Preservice Teachers ◽  
Relationship Quality ◽  
Short Form ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Relationship ◽  
Student Relationship

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

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