Factors that influence TPACK adoption by teacher educators in the US

Voithofer, Rick; Nelson, Michael J.; Han, Guang; Caines, Autumm

doi:10.1007/s11423-019-09652-9

Cited by 64 publications

(37 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Vi forventet forskjeller, men det var likevel uventet at noen sentrale PfDK-temaer i liten grad behandles i utdanningen, og at det er signifikante forskjeller i hvordan fagene jobber med PfDK, der noen fag skiller seg ut ved å rette PfDK lite oppmerksomhet. Selv om studiene ikke kan sammenlignes direkte, er det likevel interessant å merke seg at Voithofer et al (2019) fant relativt små forskjeller mellom fag når det gjelder integrering av TPACK (Koehler & Mishra, 2009) i amerikanske laererutdanninger.…”

Section: Diskusjonunclassified

Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Hjukse

Aagaard

Bueie

et al. 2020

ADNO

View full text Add to dashboard Cite

Forskning viser at utviklingen av lærerstudenters profesjonsfaglige digitale kompetanse (PfDK) i svak grad har vært arbeidet med i norsk grunnskolelærerutdanning. Imidlertid er det behov for oppdaterte studier og kunnskap om hvordan ulike fag i dag arbeider med PfDK. I artikkelen har vi lagt Rammeverk for lærerens profesjonsfaglige digitale kompetanse (lansert av Utdanningsdirektoratet i 2017) til grunn når vi har innhentet og analysert data. Vi undersøker om det er forskjell mellom hvordan lærerutdannere fra ulike faggrupper legger til rette for studenters PfDK-utvikling og hva som karakteriserer arbeidet med implementering av PfDK i fagene. Studien har et deskriptivt design basert på selvrapporterte data fra en tverrsnittsundersøkelse om PfDK, gjennomført ved fem norske lærerutdanningsinstitusjoner. Vi finner at det er tydelig sammenheng mellom faggruppetilhørighet og hvordan lærerutdannere arbeider med PfDK, men lærerutdannernes «vurdering av egen teknologibruk» er også av betydning for hvordan de implementerer PfDK. Lærerutdannere i Pedagogikk og elevkunnskap og i den sammensatte kategorien «annet» oppgir i større grad enn de andre å jobbe med PfDK. Lærerutdannere fra samfunnsfag skårer over gjennomsnittet, de fra språkfag og praktisk-estetiske fag skårer omtrent på gjennomsnittet, mens lærerutdannere fra KRLE og realfag skårer under. En del profesjonsaktuelle PfDK-temaer vies generelt lite oppmerksomhet i alle fag. Resultatene gir innsikt som er relevant for nasjonale ramme¬settere og grunnskolelærerutdanninger i deres arbeid med å sikre at alle lærerstudenter utvikler PfDK og blir godt forberedt for å utøve yrket i en digital tid. Nøkkelord: profesjonsfaglig digital kompetanse, PfDK, grunnskolelærerutdanning, profesjonsfaglige tverrfaglige temaer, PfDK-rammeverk Digitalization in teacher education: How professional digital competence is addressed in different subjects AbstractResearch shows that the development of teacher students' professional digital com-petence (PDC) has been given little priority in Norwegian teacher education (for primary and lower secondary level). However, we need updated studies about how PDC is addressed in different subjects in TE. In this article, we use PDC in line with how it is presented in Professional Digital Competence: A Framework for Teachers, launched by the Directorate for Education and Training in 2017. We investigate differences between how teacher educators from various subject groups facilitate teacher students’ development of PDC, and what characterizes the implementation of PDC in these groups. The study has a descriptive cross-sectional design based on self-reported data from five Norwegian teacher education institutions. Results reveal a clear association between subject group affiliation and how teacher educators work with PDC. In addition, we find that how teacher educators evaluate their own technology use, also affects how they implement PDC. Teacher educators in Pedagogy and in the mixed subject group named Other address PDC to the greatest extent. Teacher educators in Social Sciences score above average. Teacher educators in Language and in Practical-Aesthetic subjects score approximately on average, while teacher educators working with KRLE (Christianity, Religion, Philosophies of life and Ethics) and with the STEM subjects score below. Some PDC topics that have received attention in the teacher profession, are paid little attention to across all subject groups. Our results provide new insights relevant to national stakeholders and teacher educations in their effort to ensure that all teacher students develop PDC and become well prepared for their future work-life in a digital age. Keywords: professional digital competence, PDC, teacher education, professional interdisciplinary topics, PDC framework

show abstract

Section: Diskusjonunclassified

Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Hjukse

Aagaard

Bueie

et al. 2020

ADNO

View full text Add to dashboard Cite

show abstract

“…Nature of employment (whether full-time or part-time) also dictates the support needs (Beaton and Gilbert 2013). Studies in relation to TPACK on this regard are few and point to contrary findings (Chukwuemeka and Iscioglu 2017;Voithofer et al 2019 current study investigates the TPACK scores of lecturers in a dual-nature institution and will explore how these scores relate to the design of learning activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Fabian

Clayes

Kelly

2019

Research in Learning Technology

View full text Add to dashboard Cite

Demand for blended and online learning environments is increasing and concurrent with this is the changing competencies required for teachers to be able to facilitate learning in both face-to-face and virtual space. The Technological Pedagogical Content Knowledge (TPACK) is a measure of teachers pedagogical, content and technical knowledge and their skill to embed technology in practice. Using the TPACK framework, this study explores the relationship between technical skills, learning design and how these relate to pedagogy. The study also investigates how TPACK varies by subject area, teaching qualification, and employment. A survey of 112 lecturers from a multi-campus university was conducted. We found that lecturers who have high TPACK tend to use more varied and interactive learning activities. TPACK did not significantly vary by subject area. It did not also vary between those who received a few trainings over the past year in comparison to those who didn't. However, significant differences in TPACK were found in terms of nature of employment and teaching qualification in higher education. These findings suggest that there is a need to provide a varied approach to develop staff competencies.

show abstract

“…The present study has implications for TPACK survey development and postsecondary educational institutions. TPACK theory was developed using a wide variety of faculty (Mishra & Koehler, 2006), yet there is very little research using TPACK theory with postsecondary faculty samples, particularly in the United States (Scott, 2018;2020;Voithofer et al, 2019;Youm & Corral, 2019). While U.S. TPACK survey development began in earnest in 2009, almost all recent work has been done abroad, rarely focusing on postsecondary faculty in any country.…”

Section: Discussionmentioning

confidence: 99%

Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States

Scott

Nimon

2020

Journal of Research on Technology in Education

View full text Add to dashboard Cite

Mishra and Koehler's technological pedagogical content knowledge (TPACK) theory can help provide the framework for measuring needed knowledge, skills, and abilities (KSAs) in faculty members at 2-year public colleges. This study tests a self-assessment survey in a large sample of 2year public college faculty members. Using factor analysis, the Community College TPACK Survey for Meaningful Learning (CC-TSML) is found to demonstrate internal reliability, adequate model fit, and composite reliability. Use of this instrument can help faculty members and administrators determine what type of interventions may be necessary to help faculty achieve the needed KSAs as measured by the CC-TSML, including professional development.

show abstract

Factors that influence TPACK adoption by teacher educators in the US

Cited by 64 publications

References 74 publications

Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States

Contact Info

Product

Resources

About