Applying the TPACK Learning Trajectory in Blending Practical Teaching Experiences With Online Community of Learner's Explorations

2018 ◽  
pp. 1346-1366
Author(s):  
Margaret L. Niess
Keyword(s):  
Online Community ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Classroom Observations ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation balances theory with practical experiences to support teachers in integrate their theoretical knowledge into their teaching practice. Online instruction holds potential for this education but questions how classroom observations are conducted in the teachers' classroom practices, particularly where the teachers are geographically dispersed. This multiple case descriptive study examines an online analogue to traditional classroom observations, where the Scoop Notebook (Borko, Stecher, & Kuffner, 2005) reveals inservice teachers' Technological Pedagogical Content Knowledge (TPACK), more specifically their TPACK-of-practice (Cochran-Smith & Lytle, 1999). The Scoop Electronic Portfolio development process describes teachers' engagement in classroom practices, transitioning their scholarly theoretical knowledge to practical knowledge through in-depth, rich reflections from classroom actions and artifacts. This course blends the practical experiences of the Scoop process with asynchronous community of learners' explorations of instructional strategies. The results describe teachers engaged in action research using Scoop artifacts as objects to think with for transforming their TPACK for integrating technologies in teaching their content, ultimately transforming their TPACK-of-practice.

Applying the TPACK Learning Trajectory in Blending Practical Teaching Experiences with Online Community of Learner's Explorations

2016 ◽  
pp. 102-131
Keyword(s):  
Online Community ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Classroom Observations ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation balances theory with practical experiences to support teachers in integrate their theoretical knowledge into their teaching practice. Online instruction holds potential for this education but questions how classroom observations are conducted in the teachers' classroom practices, particularly where the teachers are geographically dispersed. This multiple case descriptive study examines an online analogue to traditional classroom observations, where the Scoop Notebook (Borko, Stecher, & Kuffner, 2005) reveals inservice teachers' Technological Pedagogical Content Knowledge (TPACK), more specifically their TPACK-of-practice (Cochran-Smith & Lytle, 1999). The Scoop Electronic Portfolio development process describes teachers' engagement in classroom practices, transitioning their scholarly theoretical knowledge to practical knowledge through in-depth, rich reflections from classroom actions and artifacts. This course blends the practical experiences of the Scoop process with asynchronous community of learners' explorations of instructional strategies. The results describe teachers engaged in action research using Scoop artifacts as objects to think with for transforming their TPACK for integrating technologies in teaching their content, ultimately transforming their TPACK-of-practice.

Knowledge-Building Communities

2019 ◽  
pp. 139-167
Keyword(s):  
Instructional Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Electronic Portfolio ◽  
Classroom Observations ◽  
Community Of Learners ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

Online Learning Trajectory for Knowledge-Building Communities to Reframe Inservice Teachers' TPACK

2018 ◽  
pp. 839-862 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Course Content ◽  
Content Development ◽  
Instructional Processes ◽  
Knowledge Building Communities

Knowledge-building communities facilitate learning through collaborative explorations and investigations using today's technologies as learning tools. Such communities support teachers in developing their Technological Pedagogical Content Knowledge (or TPACK) so they are able to rearrange educational experiences using a systems pedagogical approach for engaging students in communication, collaboration and inquiry-oriented technologies. A current educational setting for reframing inservice teachers' knowledge involves online instruction. A researcher conjectured, empirically supported online TPACK learning trajectory provides guidelines for teacher educators as they design new online coursework for guiding teachers in enhancing their TPACK. Using a design-based research methodology, a social metacognitive constructivist instructional lens frames this online learning trajectory for organizing the course content development by interweaving descriptive tasks with specific pedagogical strategies towards reframing inservice teachers' knowledge through knowledge-building communities. The resulting trajectory describes a dynamic interaction of key tools and instructional processes for scaffolding the content towards an enhanced TPACK understanding.

Innovative Instructional Strategies for an Online Community of Learners

2018 ◽  
pp. 542-569
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Online Learning Trajectory for Knowledge-Building Communities to Reframe Inservice Teachers' TPACK

2016 ◽  
pp. 21-52
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Course Content ◽  
Content Development ◽  
Instructional Processes ◽  
Knowledge Building Communities

Knowledge-building communities facilitate learning through collaborative explorations and investigations using today's technologies as learning tools. Such communities support teachers in developing their Technological Pedagogical Content Knowledge (or TPACK) so they are able to rearrange educational experiences using a systems pedagogical approach for engaging students in communication, collaboration and inquiry-oriented technologies. A current educational setting for reframing inservice teachers' knowledge involves online instruction. A researcher conjectured, empirically supported online TPACK learning trajectory provides guidelines for teacher educators as they design new online coursework for guiding teachers in enhancing their TPACK. Using a design-based research methodology, a social metacognitive constructivist instructional lens frames this online learning trajectory for organizing the course content development by interweaving descriptive tasks with specific pedagogical strategies towards reframing inservice teachers' knowledge through knowledge-building communities. The resulting trajectory describes a dynamic interaction of key tools and instructional processes for scaffolding the content towards an enhanced TPACK understanding.

Innovative Instructional Strategies for an Online Community of Learners

2017 ◽  
pp. 499-526
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Tools and Processes for Online Knowledge-Building Communities

2019 ◽  
pp. 47-80
Keyword(s):  
Teacher Educators ◽  
Knowledge Building ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Course Content ◽  
Instructional Processes ◽  
Knowledge Building Communities ◽  
Critical Reflections

Knowledge-building communities exploit the combination of inquiry experiences, discourse, and critical reflections. They facilitate learning through collaborative explorations and investigations where the explorations might involve using new and more robust digital technologies as learning tools. Such communities have the potential for supporting teachers in transforming their technological pedagogical content knowledge (TPACK) as they explore new technology-infused experiences. The challenge for this researcher team was to identify and implement a plan for establishing knowledge-building communities that effectively transformed inservice teachers' TPACK through online instruction. Using a design-based research methodology, a social metacognitive constructivist instructional lens was used to frame the online learning trajectory for organizing the course content and experiences by interweaving descriptive inquiry tasks with specific pedagogical strategies. These strategies included discourse and critical reflections for encouraging a transformation in teachers' knowledge through experiences in knowledge-building communities. The resulting trajectory provided a dynamic interaction of key tools and instructional processes for scaffolding the content for transforming TPACK understanding. The resulting researcher-conjectured, empirically supported online TPACK learning trajectory provided guidelines for teacher educators in the design of new online coursework for guiding teachers towards understanding the pedagogical challenges involved in orchestrating and managing knowledge-building communities as they integrate multiple technologies in their classroom instruction.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

Sign in / Sign up

Export Citation Format

Share Document