GIS In-Service Teacher Training Based on TPACK

Developing trainee teacher practice with geographical information systems (GIS)

“…However, despite this, Oone commonly stated reason for the persistence of a lack of confidence at the end of the year persisted aswas that of technical issues relating more widely to computer use (rather than to specific GIS functionality); for example, Lucinda explained "I'd say I'm not very confident in letting the pupils use it themselves, because any technical problems they would come across I would probably struggle to fix". This reflects a concern found by Hong and Stonier (2015) among in-service teachers about the reliability of the technology, but also again illustrates the impact of their self-efficacy towards technology as an important factor inhibiting its subsequent take-up within the classroom (Lee & Lee, 2014).…”

“…Those issues relating to teachers include a wide range of potential difficulties (Höhnle et al, 2015); at the most obvious level, teachers' computer skills may be lacking (e.g. Ertmer, 1999), but perhaps more importantly they may lack the TPACK required to create teaching and learning activities to develop student understanding (Hong & Stonier, 2015;Akinyemi, 2016). Beyond this, there is also evidence to suggest that teachers' self-efficacy beliefs toward technology integration are a significant determining factor of their use of technology in lessons (Lee & Lee, 2014).…”

“…In particular, studies suggest structural support for trainees is significant; this includes not only time for training within the programme of study (Hattie, 2009), but also the establishment of professional learning communities within which ITE institutes and schools work collaboratively toward supporting trainees (Lipowsky, 2013;Lee & Lee, 2014). In addition, pedagogic features of successful integration of technology into trainee practice are significant; in particular, the foregrounding of TPACK, rather than a focus on technology-related skills (Hong & Stonier, 2015), and embedding opportunities for trainees to trial new ideas and reflect critically on them. Successful ITE programmes support trainees to reflect on their developing technological competence and selfefficacy towards it (e.g.…”

“…Previous research analysing why teachers have not been receptive to GIS has suggested that the lack of training in trainee and in-service teachers' professional development, alongside a lack of development of GIS pedagogy and associated resources, are to blame (e.g. Hong & Stonier, 2015;Gatrell, 2004).…”

A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

“…TPAB kuramsal çerçevesi, şu ana kadar Coğrafya alanında çevrimiçi bir öğretim ortamı olan GeoThentic'in geliştirilmesi için bir üst-bilişsel araç olarak kullanılmış ve ayrıca öğretmenlerin TPAB yeterliliklerinin ölçümünü desteklemek için de kullanılmıştır (Doering, Scharber, Miller ve Veletsianos, 2009). Hong ve Stonier (2015), görevdeki öğretmenlerin TPAB tabanlı Coğrafi Bilişim Sistemi (GIS) eğitim oturumlarına yönelik bakış açıları ve tutumlarını araştırmış, ancak o ana kadar özellikle lise Coğrafya öğretmenleri için TPAB ölçüm araçları ve kurucu faktörlerinde uzmanlaşan hiçbir araştırma girişimi bulamamıştır. Xu, Liu, Wang ve Zhang (2013), yaptıkları literatür incelemesi sonrasında öğretmenlerin TPAB düzeyinin ölçümü ve değerlendirilmesi için ölçeklerin hâlihazırda en sık uygulanan araçlar olduğunu bildirmiştir.…”