Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

AbstractThe main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made. ÖzBu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012) tarafından geliştirilen, Teknolojik Pedagojik Alan Bilgisi (TPAB) ölçeği kullanılmıştır. Verilerin analizinde yüzde ve frekans değerleri, Kolmogorov-Smirnov (K-S) testi, Mann Whitney U testi, Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, Coğrafya öğretmenlerinin Teknoloji Bilgilerinin (TB) yeterli olmadığını göstermektedir. Coğrafya öğretmenlerinin Pedagojik Bilgileri (PB), teknolojiyi kullanmadaki bilgi ve becerilerine, meslekteki hizmet yıllarına, eğitim durumlarına ve cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır. TPAB’nin alt boyutlarından olan Alan Bilgisi (AB), öğretmenlerin en yüksek seviyede bilgi sahibi oldukları boyuttur. Ayrıca öğretmenlerin, Teknolojik Alan Bilgisi (TAB) düzeylerinin Teknolojik Pedagojik Bilgi (TPB) düzeylerine göre yüksek çıktığı görülmüştür. Araştırma sonuçları ilgili alan yazınla ilişkili bir biçimde tartışılmış ve bazı öneriler sunulmuştur.

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Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

Studies of Applied Economics ◽

10.25115/eea.v39i1.4272 ◽

2021 ◽

Vol 39 (1) ◽

Author(s):

Fitri Suraya Mohamad

Keyword(s):

Professional Development ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Teaching Experience ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Science Content ◽

Extensive Experience ◽

Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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Princípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemática

Zetetike ◽

10.20396/zet.v29i00.8661780 ◽

2021 ◽

Vol 29 ◽

pp. e021006

Author(s):

Luis Fabián Gutiérrez-Fallas ◽

Ana Henriques

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Pedagogical Content

O TPACK (Technological Pedagogical Content Knowledge) conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação, que é um desafio frequente no ensino da Matemática. Sendo essencial garantir o seu desenvolvimento na formação inicial de professores de Matemática, este estudo, seguindo uma Investigação Baseada em Design, visa compreender como os princípios de design adotados numa experiência de formação centrada no desenvolvimento do TPACK de futuros professores (FP) de Matemática do 7.º ao 12.º anos de escolaridade contribuem para promover esse conhecimento. Os resultados, com base na análise de resoluções escritas dos FP das tarefas propostas na formação e respostas a entrevista e questionário, mostram que a experiência de formação promoveu competências tecnológicas dos FP, evidenciando a mobilização do TK (Technological Knowledge), TCK (Technological Content Knowledge) e TPK (Technological Pedagogical Knowledge) em articulação com o PCK (Pedagogical Content Knowledge) e, consequentemente, com o TPACK.

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INTEGRASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM PERANGKAT PEMBELAJARAN DARING GURU BAHASA INDONESIA

Basastra ◽

10.24114/bss.v10i2.26621 ◽

2021 ◽

Vol 10 (2) ◽

pp. 196

Author(s):

Vina Aditama ◽

Dini Restiyanti Pratiwi

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Pedagogical Content ◽

Bahasa Indonesia

Penelitian ini bertujuan untuk mendeskripsikan integrasi technological pedagogical content knowledge (TPACK) dalam perangkat pembelajaran daring guru bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Objek dalam penelitian ini berupa rencana pelaksanaan pembelajaran (RPP) daring mata pelajaran bahasa Indonesia di SMP Al Qolam Muhammadiyah Gemolong. Adapun Subjek dalam penelitian ini adalah guru bahasa Indonesia SMP Al Qolam Muhammadiyah Gemolong. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini dilakukan dengan cara reduksi data, penyajian data, dan verifikasi. Hasil penelitian ini menunjukkan bahwa integrasi technological pedagogical content knowledge (TPACK) dikelompokkan menjadi 4 bagian yang meliputi (1) integrasi technological knowledge (TK), (2) integrasi pedagogical knowledge (PK), (3) integrasi content knowledge (CK), dan (4) integrasi technological pedagogical content knowledge (TPCK). Kata kunci: TPACK, Perangkat Pembelajaran Daring, dan Guru Bahasa Indonesia

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ANALISIS KEMAMPUAN TPACK (TECHNOLGICAL, PEDAGOGICAL, AND CONTENT, KNOWLEDGE) GURU BIOLOGI SMA DALAM MENYUSUN PERANGKAT PEMBELAJARAN MATERI SISTEM PEREDARAN DARAH

INKUIRI: Jurnal Pendidikan IPA ◽

10.20961/inkuiri.v9i1.41381 ◽

2020 ◽

Vol 9 (1) ◽

pp. 46

Author(s):

Joko Suyamto ◽

Mohammad Masykuri ◽

Sarwanto Sarwanto

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Pedagogical Content

Perkembangan ilmu pengetahuan dan teknologi bisa dijadikan salah satu cara untuk meningkatkan kualitas pembelajaran yang dilakukan oleh seorang guru. Untuk bisa mewujudkan hal tersebut, seorang guru perlu memahami dan mimiliki kemampuan Technological Pedagogical Content Knowledge (TPACK) yang merupakan pengembangan dari Pedagogical Content Knowledge (PCK)-nya Shulman (1986). TPACK merupakan pengetahuan untuk mengintegrasikan teknologi ke dalam pengajaran materi tertentu. Penelitian ini bertujuan untuk mengetahui kemampuan guru biologi di SMA dalam aspek TPACK. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan teknik cluster sampling . Sampel yang digunakan adalah 3 guru biologi di 3 sekolah (selanjutnya diberi kode B1, B2, dan B3) se – kecamatan gondang. Data dikumpulkan melalui metode observasi. Hasil penelitian menunjukkan bahwa pemahaman materi / Content knowledge (CK) guru B1 sebesar 76%, B2 sebesar 80% dan B3 sebesar 72% dalam kategori baik. Skor pada pengetahuan pedagogical knowledge (PK) guru B1 sebesar 50%, B2 sebesar 45%, dan B3 sebesar 60%. Skor pada pengetahuan technological knowledge (TK) guru B1sebesar 48,5%, B2 sebesar 40%, dan B3 sebesar 40%. Skor pada aspek Technological content knowledge (TCK) guru B1 sebesar 60%, guru B2 60% dan guru B3 40%. Skor pada aspek technological pedagogical knowledge (TPK) guru B1 60%, B2 67%, dan B3 60%. Skor aspek pedagogical conten knowledge (PCK) guru B1 60%, guru B2 40%, dan B3 54%. Skor pengetahuan TPACK guru B1 47%, guru B2 47%, dan B3 60%.

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PENGEMBANGAN INSTRUMEN SELF ASSESSMENT TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CALON GURU MATEMATIKA BERBASIS HOTs

Teorema Teori dan Riset Matematika ◽

10.25157/teorema.v6i1.4960 ◽

2021 ◽

Vol 6 (1) ◽

pp. 59

Author(s):

Ahmad Zaeni ◽

Wardani Rahayu ◽

Makmuri Makmuri

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Higher Order Thinking ◽

Technological Pedagogical Content Knowledge ◽

Thinking Skills ◽

Higher Order ◽

Pedagogical Knowledge ◽

Self Assessment ◽

Higher Order Thinking Skills ◽

Pedagogical Content

Penelitian ini bertujuan untuk mengembangkan instrumen TPACK bermuatan kata kerja operasional Higher Order Thinking Skills (HOTs). Instrumen disusun berdasarkan tujuh domain yaitu: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPACK). Penelitian ini menggunakan metode pengembangan dengan pendekatan ADDIE. Subjek penelitian sebanyak 111 calon guru matematika di Cirebon. Penelitian ini dirancang untuk menilai TPACK calon guru matematika yang memiliki HOTs. Studi validitas menggunakan rumus Aikens. Hasil penelitian menyatakan instrumen TPACK berbasis HOTs valid dan reliabel, dengan tingkat reliabilitas sebesar 0,95. Instrumen TPACK berbasis HOTs telah layak digunakan sebagai pedoman dalam menilai TPACK calon guru matematika.

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E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

Research and Development in Medical Education ◽

10.15171/rdme.2019.020 ◽

2019 ◽

Vol 8 (2) ◽

pp. 105-112 ◽

Cited By ~ 1

Author(s):

Sousan Houshmandi ◽

Eisa Rezaei ◽

Javad Hatami ◽

Behnam Molaei

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Faculty Members ◽

Medical Sciences ◽

Pedagogical Content ◽

E Learning ◽

Knowledge Content

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combiningpedagogical knowledge, technological knowledge, and content knowledge. Subsequently,with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P ≤ 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and content pedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical,content and content-pedagogical knowledge, but they need to improve their technological,technological-content, technological-pedagogical and ultimately, technological-pedagogical content knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper.

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Surveying in-service preschool teachers' technological pedagogical content knowledge

Australasian Journal of Educational Technology ◽

10.14742/ajet.299 ◽

2013 ◽

Vol 29 (4) ◽

Cited By ~ 20

Author(s):

Jyh-Chong Liang ◽

Ching Sing Chai ◽

Joyce Hwee Ling Koh ◽

Ching-Ju Yang ◽

Chin-Chung Tsai

Keyword(s):

Educational Technology ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technology Use ◽

Preschool Teachers ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Factor Analyses ◽

Pedagogical Content ◽

Exploratory Factor Analyses

Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.

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Profil TPACK Mahasiswa Calon Guru Matematika dalam Menyongsong Pembelajaran Abad 21

JISIP (Jurnal Ilmu Sosial dan Pendidikan) ◽

10.36312/jisip.v6i1.2665 ◽

2022 ◽

Vol 6 (1) ◽

Author(s):

Herizal Herizal ◽

Nuraina Nuraina ◽

Rohantizani Rohantizani ◽

Marhami Marhami

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Pedagogical Content

Penelitian ini bertujuan untuk mengetahui profil Technological Pedagogical Content Knowledge (TPACK) mahasiswa calon guru matematika Program Studi Pendidikan Matematika, Universitas Malikussaleh. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis rancangan penelitian survei. Adapun yang menjadi populasi adalah mahasiswa semester 5 dan 7 yang telah lulus matakuliah yang berkaitan dengan konsep dasar matematika, konsep pedagogik, dan penggunaan ICT. Untuk mengukur TPACK, 44 soal telah disusun berdasarkan indikator masing-masing komponen TPACK. Setelah validasi, hasilnya 37 pertanyaan valid dengan koefisien reliabilitas cronbach alfa 0,590. Data dianalisis menggunakan statistika deskriptif. Hasil Penelitian menunjukkan bahwa (1) Profil Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), dan Pedagogical Content Knowledge (PCK) mahasiswa mayoritas berada pada level sedang; (2) Profil Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), dan Technological Pedagogical and Content Knowledge (TPACK) mahasiswa mayoritas berada pada level rendah; dan (3) Dari tujuh komponen TPACK, ada dua komponen yang lebih menonjol, yaitu PK, dan PCK. Hasil tersebut menjadi masukan bahwa dalam proses perkuliahan perlu ditekankan pada penguasaan teknologi, materi matematika serta pengintegrasian teknologi.

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Integrative Analytics for Technological Pedagogical Content Knowledge

Complexity ◽

10.1155/2021/5774789 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Jin-E. Zhang

Keyword(s):

Pedagogical Content Knowledge ◽

Learning Community ◽

Content Knowledge ◽

Teaching And Learning ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Technology In Education ◽

Pedagogical Content ◽

Training Mode ◽

Panoramic Analysis

In this paper, we deeply analyze the general framework of technological pedagogical content knowledge (TPACK): it mainly involves technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and pedagogical content knowledge (PCK). Meanwhile, we also show that the conceptual framework of TPACK can help teachers to integrate a lot of complexity and tension in teaching and learning. Also, this study suggests that the framework of TPACK may be able to change the application mode of technology in education and the training mode of teachers and then provide a panoramic analysis for building a learning community.

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ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK

Indonesian Research Journal in Education |IRJE| ◽

10.22437/irje.v3i1.6506 ◽

2019 ◽

pp. 29-56

Author(s):

MARK GILL M. MERCADO ◽

FLORANTE P IBARRA

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Student Teaching ◽

Significant Relationship ◽

Self Efficacy ◽

Elementary Classrooms ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Integrated Instruction ◽

Pedagogical Content

This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.

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