scholarly journals UNDERSTANDING VIETNAMESE PRESERVICE TEFL TEACHERS’ TPACK DEVELOPMENT WITH DESIGN-BASED LEARNING VIA REFLECTIVE LEARNING

2019 ◽  
pp. 154-169
Author(s):  
Nguyen Bich Dieu ◽  
Lee Kean Wah ◽  
Tan Choon Keong
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Thematic Analysis ◽  
Technology Use ◽  
Teaching Practice ◽  
Reflective Learning ◽  
Technology Enhanced Learning ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
Enhanced Learning

The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology-enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge, and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice.

scholarly journals Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020 ◽  
Vol 12 (21) ◽  
pp. 9050
Author(s):  
Ching Sing Chai ◽  
Yuli Rahmawati ◽  
Morris Siu-Yung Jong
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Science And Engineering ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
The Social ◽  
Teachers Experiences ◽  
And Mathematics ◽  
Complex Matter ◽  
School Curricula

This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

scholarly journals Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 59-81
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Bonding ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Alternative Conceptions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Chemistry Instruction

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

Synthesizing Technological and Pedagogical Knowledge in Learning Design

2016 ◽  
Vol 7 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Kyparisia A. Papanikolaou ◽  
Katerina Makrh ◽  
George D. Magoulas ◽  
Dionisia Chinou ◽  
Athanasios Georgalas ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Virtual Classroom ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Enhanced Learning ◽  
Pre Service Teacher ◽  
Specific Learning ◽  
Selection Of

Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

2017 ◽  
Vol 18 (1) ◽  
pp. 250-270 ◽  
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Betül Demirdöğen ◽  
Fatma Nur Akın ◽  
Aysegul Tarkin ◽  
Sevgi Aydın-Günbatar
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Self Regulation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
Video Recordings

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

scholarly journals Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

2017 ◽  
pp. 41-51
Author(s):  
Farhat Khanam ◽  
Sana Akhtar
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Teacher Education Programs ◽  
Pedagogical Content ◽  
Course Work ◽  
Analysis Of Results ◽  
Structured Questionnaire

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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