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

10.28945/1277 ◽  
2010 ◽  
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

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

2014 ◽  
pp. 286-301 ◽  
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.

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

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.

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

TPACK ◽  
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.

scholarly journals A systematic review of 3D printing in chemistry education – analysis of earlier research and educational use through technological pedagogical content knowledge framework

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Johannes Pernaa ◽  
Susanne Wiedmer
Keyword(s):  
Education Research ◽  
3D Printing ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemistry Education ◽  
Qualitative Content Analysis ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Chemistry Education Research

AbstractThe focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.

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