Herring, M.C., Koehler, M.J., &amp; Mishra, P. (Eds.) (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. (2nd edition). New York: Routledge

Harvey, Douglas; Ronald, Ann

doi:10.1007/s11528-017-0176-2

Cited by 9 publications

(4 citation statements)

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“…Teacher competency should include a teacher's ability to teach at a distance. A suggestion is for TPPs to consider using the TPACK framework (Koehler & Mishra, 2009) to provide TCs with feedback when working in the field or as a TC self-assessment tool. With TPACK, TCs may learn the importance of demonstrating interactions between content, pedagogy, and technological bodies of knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…First, educators need time to adapt to new technologies before being expected to use them effectively. For example, Teachers' Technological Pedagogical Content Knowledge (TPACK) emphasizes that it is essential for teachers to use (a) technological knowledge (TK), (b) pedagogical knowledge (PK), and (c) content knowledge (CK) to teach students online effectively (Koehler & Mishra 2009). All three components of TPACK work together to make distance learning successful.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

Smith¹,

Schlaack²

2021

ije

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The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

Smith¹,

Schlaack²

2021

ije

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“…Mason and Rich [28] performed a systematic literature review of 21 studies on computing education training for primary school teachers and found that teacher training can be effective both for increasing knowledge and for improving attitudes. The knowledge teachers gain during training can be categorised into technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) according to the TPACK framework [19]. We consider these three categories regarding our results and related work on the support needed by teachers when creating programming tasks.…”

Section: Teacher Training In Generalmentioning

confidence: 99%

Exploring Programming Task Creation of Primary School Teachers in Training

Greifenstein

Heuer

2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 1

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Introducing computational thinking in primary school curricula implies that teachers have to prepare appropriate lesson material. Typically this includes creating programming tasks, which may overwhelm primary school teachers with lacking programming subject knowledge. Inadequate resulting example code may negatively affect learning, and students might adopt bad programming habits or misconceptions. To avoid this problem, automated program analysis tools have the potential to help scaffolding task creation processes. For example, static program analysis tools can automatically detect both good and bad code patterns, and provide hints on improving the code. To explore how teachers generally proceed when creating programming tasks, whether tool support can help, and how it is perceived by teachers, we performed a pre-study with 26 and a main study with 59 teachers in training and the LitterBox static analysis tool for Scratch. We find that teachers in training (1) often start with brainstorming thematic ideas rather than setting learning objectives, (2) write code before the task text, (3) give more hints in their task texts and create fewer bugs when supported by LitterBox, and (4) mention both positive aspects of the tool and suggestions for improvement. These findings provide an improved understanding of how to inform teacher training with respect to support needed by teachers when creating programming tasks. CCS CONCEPTS• Social and professional topics → Software engineering education; K-12 education; • Software and its engineering → Visual languages.

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“…Para isso, exercício focados na verificação dos conceitos vistos nas videoaulas e textos eram os principais recursos utilizados nas atividades. Segundo a nossa interpretação, isso se distancia, por exemplo, daquilo que Harris (2016) destaca como importante na formação de docente, isto é, da promoção da aprendizagem ativa destes por meio de abordagens que garantam reflexão e que estejam ancoradas em sua futura prática. Dessa maneira, outros tipos de atividades, com objetivos mais relacionados à construção e integração de conhecimentos pelos licenciandos (como destacado por , poderiam ter sido realizadas com maior frequência.…”

Section: Estratégias Para a Formação Do Licenciando Em Botânica/ Biod...unclassified

Licenciatura EAD em Ciências e Biodiversidade Vegetal: bases de conhecimento docente, crenças de formadores, percepções e produções de estudantes

Barbosa¹

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Herring, M.C., Koehler, M.J., & Mishra, P. (Eds.) (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. (2nd edition). New York: Routledge

Cited by 9 publications

References 0 publications

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

Exploring Programming Task Creation of Primary School Teachers in Training

Licenciatura EAD em Ciências e Biodiversidade Vegetal: bases de conhecimento docente, crenças de formadores, percepções e produções de estudantes

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