Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

Phillips, Michael

doi:10.1007/s10639-016-9512-y

Cited by 23 publications

(16 citation statements)

References 36 publications

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“…Teachers' teaching practice and professional reasoning need to match in order to be effective in realising specific learning goals (Heitink et al, 2016;Hicks, 2006;Koehler & Mishra, 2008;Koehler, Mishra, & Yahya, 2007). The pedagogical strategies teachers decide to enact depend on local contextual factors (Phillips, 2016). Contextual factors that influence the way teachers use ICT are, for example, ICT infrastructure, time, curriculum requirements and students' social-economic backgrounds (Aesaert, van Braak, van Nijlen, & Vanderlinde, 2015).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Eliciting teachers’ technological pedagogical knowledge

Heitink

Voogt

Fisser³

et al. 2017

AJET

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This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how elementary teachers used ICT to facilitate specific pedagogical strategies (e.g., activating learning, classroom management, dealing with diversity, fostering learning strategies). Findings indicate that teachers used ICT mostly to promote activation of learning. Many teachers reasoned about using ICT for adapting their teaching to student needs, but this was seldom observed in practice. The few teachers who showed behaviour supporting adaptive teaching and fostering learning strategies almost always used ICT to facilitate these pedagogical strategies. We argue that for effective teaching with ICT it is important that teachers learn to reason explicitly about how ICT can support specific pedagogical strategies. The results from this study provide suggestions for what is needed in teacher education programs and professional development initiatives to support teachers in acquiring TPK.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Eliciting teachers’ technological pedagogical knowledge

Heitink

Voogt

Fisser³

et al. 2017

AJET

View full text Add to dashboard Cite

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“…The studies about the use of TPACK in teacher education have increased in recent years to measure TPACK Archambault and Barnett, 2010;Koh et al, 2010;Sahin, 2011;Fisser et al, 2015;Kartal and Afacan, 2017;Drummond and Sweeney, 2017), to examine the information communication technologies (ICT) and TPACK integration (Öztürk, 2012;Chai et al, 2014;Yurdakul and Çoklar, 2014;Tondeur et al, 2015;Gür and Karamete, 2015;Ersoy et al, 2016;Kihoza et al, 2016;Koh et al, 2017;Kontkanen et al, 2017), for exploring teachers' technological pedagogical content knowledge (Hsu et al, 2013;Delen et al, 2015;Dong et al, 2015;Boschman et al, 2015;Phillips, 2017;Turgut, 2017), to examine TPACK and teachers' self-efficacies (Kazu and Erten, 2014;Kenar et al, 2015;Saudelli and Ciampa, 2016;Blonder and Rap, 2017), to determine TPACK and needs of Twenty-First-Century Education (Mishra, Koehler and Henriksen, 2010;Koh et al, 2015;Cherner and Smith, 2017).…”

Section: Technological Pedagogical and Content Knowledge (Tpck)mentioning

confidence: 99%

Observing the technological pedagogical and content knowledge levels of science teacher candidates

KeÃ§eci¹,

Zengin²

2017

Educ. Res. Rev.

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This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique. During this process, teacher candidates were evaluated by themselves, their peers and teachers using an observation form in terms of their ability to use methods and techniques, mastery of field knowledge and ability to integrate technology into the course. In the study, partially mixed concurrent equal status design was used. Technological pedagogical and content knowledge survey was used for the quantitative data and the qualitative data of the study were obtained from observation forms filled by the researchers of the study, teacher candidates and their peers. The results showed that the teacher candidates had a moderate level of technological pedagogical content knowledge. The fact that the pre-and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is very important for the teacher candidates to attend the courses where they can evaluate their technology, pedagogy, and content knowledge (TPACK) competencies especially in their teacher training programs and to make up for their deficiencies without starting to their professional life.

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“…In addition to the targeting of preservice teachers, the TTF project provided support to in-service teachers which was practitioner-based and was used to continuously transform teaching experiences and practices. Phillips (2017) indicates that models of professional learning aimed at improving teachers' understandings of digital technologies and how to implement them with pedagogical and content knowledge, often fall short of addressing the complexity of teachers' workplaces. Th e research found that contextual factors infl uenced in-service teachers' development and enactment of digital technologies.…”

Section: Introductionmentioning

confidence: 99%

Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies

Murcia¹,

Campbell²,

Aranda³

2018

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This literature-based article explores key trends in the integration of digital technologies in education and aims to highlight issues and challenges in the relationship between technology, pedagogy and early years’ education practices. The article explores how technology, teacher training initiatives and productive play-based pedagogy could be used to improve digital literacy outcomes for early childhood learners. While situated within the Australian context, more global literature is also reviewed to provide an international perspective. This review of trends in the integration of digital technologies in education is timely due to the national and international focus on STEM (Science, Technology, Engineering and Mathematics) education, arguably for economic sustainability and the quality standards expected in early childhood education. The role of digital technologies in early childhood is increasingly discussed and negotiated in learning centres. Educators are wanting support in understanding how young children can be creators of technology rather than simply being consumers of digital products.

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Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

Cited by 23 publications

References 36 publications

Eliciting teachers’ technological pedagogical knowledge

Eliciting teachers’ technological pedagogical knowledge

Observing the technological pedagogical and content knowledge levels of science teacher candidates

Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies

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