Developing science and ICT pedagogical content knowledge: a model of continuing professional development

Rodrigues, Susan; Marks, Andrew R.; Steel, Patricia

doi:10.1080/1470329032000128413

Cited by 27 publications

(24 citation statements)

References 10 publications

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“…Lundeberg et al 2003) and participation in communities of practice (e.g. Rodrigues et al 2003). Pre-and post-course TPACK surveys can be used to supplement qualitative analysis of teachers' TPACK development during such kinds of programmes.…”

Section: Future Researchmentioning

confidence: 99%

Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Koh

Chai

Tsai

2010

Computer Assisted Learning

276

163

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This paper examined the profile of Singaporean pre-service teachers in terms of their technological pedagogical content knowledge (TPACK). A total of 1185 pre-service teachers were studied with a TPACK survey. An exploratory factor analysis found five distinctive constructs: technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology and knowledge from critical reflection. The participants of this study did not make conceptual distinctions between TPACK constructs such as technological content knowledge and technological pedagogical knowledge. There were some differences in their TPACK perceptions by gender. However, the influence of age and teaching level were not strong. The methodological and theoretical implications for the development of TPACK surveys were discussed.

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Section: Future Researchmentioning

confidence: 99%

Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Koh

Chai

Tsai

2010

Computer Assisted Learning

276

163

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“…Students indicate higher interests in learning strategies related to computers (La Velle, McFarlane, & Brawn, 2003). Additionally, the utilization of technology can help improve teachers' attitudes, confidence, and instructional applications (Sorensen, Twidle, Childs, & Godwin, 2007), help teachers reflect upon scientific explanations and examples generated in their teaching (La Velle et al, 2003), and understand scientific concepts and creativity (Jang, 2009;Rodrigues et al, 2003). On the contrary, lack of the knowledge about utilizing technology can limit the effectiveness of integrating technology into teaching (Barak, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have stressed the importance of effective use of technology in scientific teaching and learning (McFarlane & Sakellariou, 2002;Rodrigues, Marks, & Steel, 2003;Rogers, 2004). Through the use of technology, students' scientific investigations and reasoning can be constructively developed and help students connect constructed knowledge to practical work (McFarlane & Sakellariou, 2002).…”

Section: Introductionmentioning

confidence: 99%

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

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“…In the field of primary science education, Harland and Kinder (1997) have developed a typology of nine kinds of possible outcomes from in-service training, ranking these outcomes in a hierarchy which privileges 'change in practice' as the ultimate goal of such work. Several studies of CPD programmes have since claimed evidence of such change in practice, for example the Partnership in Primary Science (PIPS) project (Rodrigues et al 2003) which emphasised the importance of starting with teachers' perspectives and giving them ownership of the change process. The complexity of this process of negotiating previous pedagogical conceptions with new ideas and practices is highlighted by Scott and Mouza (2007), whilst Fraser et al (2007) question the validity of external 'measurement' of an internal, intuitive skill such as teaching.…”

Section: Introductionmentioning

confidence: 99%

What's changed? Issues of impact and evaluation in primary science professional development

Davies

2010

Professional Development in Education

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This article reports on issues arising from the external evaluation of a teacher development project -the Active Learning in Primary Science (ALPS) project -undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre-based CPD, classroom workshops, in-school consultancy and visits to a hands-on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short-term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on 'measuring impact' from CPD activity.

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Developing science and ICT pedagogical content knowledge: a model of continuing professional development

Cited by 27 publications

References 10 publications

Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

What's changed? Issues of impact and evaluation in primary science professional development

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