The first principles of instruction: an examination of their impact on preservice teachers’ TPACK

Hall, Jacob A.; Lei, Jing; Wang, Qiu

doi:10.1007/s11423-020-09866-2

Cited by 16 publications

(10 citation statements)

References 40 publications

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“…It is to instill a professional learning community culture as a quality of teaching skills when practicing teaching and learning in the real classroom [29]. However, the program should not only intense technology education than those pedagogy and content, some teachers may ignore towards concept of integrating education [30]. The finding showed that pre-service teachers had learning management competency was at moderate level.…”

Section: Resultsmentioning

confidence: 99%

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Nithitakkharanon

Nuangchalerm²

2022

IJERE

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Increasing attention has been placed in recent years to the improvement of learning management competency of pre-service teachers, yet many institutions where the teacher education programs offered have not been provided the effective guidelines. The purposes of this study were to examine the ability of the teaching practice and to propose the enhancement approach on learning management competency of pre-service teacher based on technological pedagogical content knowledge (TPACK) framework. Sample of the study included 385 pre-service teachers studying the fifth-year program at Faculty of Education, Ubon Ratchathani Rajabhat University, Thailand. A learning management competency questionnaire and semi-structured interview were administered to inquire the ability on learning management competency of pre-service teachers during the teaching practice at school. Statistics used for data analysis included frequency distribution, average, standard deviation, and content analysis. Results indicated that pre-service teachers expressed their teaching practices considered each aspect of teaching quality, results ranged from the highest to lowest level were the ability on learner-centered management ( =3.00, S.D.=0.77), the knowledge on teaching design ( =2.96, S.D.=0.72), the assessment and evaluation methods ( =2.95, S.D.=0.74), and the integration of technology ( =2.70, S.D.=0.78), respectively. Recommendations and suggestions were further discussed regarding the enhancement approaches proposed on improving learning management competency of pre-service teachers.

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Section: Resultsmentioning

confidence: 99%

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Nithitakkharanon

Nuangchalerm²

2022

IJERE

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“…Given that PSTs benefit from exploring novel technologies (Lei, 2009 ) and having course space to gain new experiences (Hall, 2018 ; Hall et al, 2020 ), the Actively Explore phase was a critical design element. In terms of the CoI, Dunlap et al ( 2016 ) highlighted the importance of selecting content that fosters both cognitive and teaching presence during the Actively Explore phase.…”

Section: Resultsmentioning

confidence: 99%

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

2021

Self Cite

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As online classrooms become more commonplace in K-12 education, teacher education programs seek to better prepare candidates for these contexts and are considering ways to address this additional preparation within their curricula. This article presents a design case of a 2-credit, 10-day, online course that was created to prepare 237 pre-service teachers for student teaching in online environments during the Fall 2020 semester. The Presence + Experience framework guided the design process in this case as designers sought to build a community of online learners within a highly experiential learning environment. This article details the design process with this framework along with its challenges, designers’ experiences, and the resulting product.

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“…Pre-service teachers at traditional institutions would benefit from real-world experiences that help them understand the potential of technology and, in particular, boost their confidence in using technology in the classroom, according to the available literature (Wang, & Zhao, 2021). Hall, Lei, and Wang (2020) found that pre-service teachers' confidence in themselves and their ability to apply TPACK had significantly increased over the course of the study. The research by Lyublinskaya and Du (2022) suggests that using an interactive online platform, placing an emphasis on high-impact teaching strategies, and incorporating cycles of immersion, theoretical analysis, and digital content development may all contribute to the sustained development of students' TPACK as a group.…”

Section: Literature Reviewmentioning

confidence: 99%

Technological Pedagogical and Content Knowledge of Pre-Service Elementary School Teachers in Karachi, Pakistan: A Quantitative Study

Ali

Azam²,

Saba

2023

JSSR

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This study examined how aspiring educators describe technological pedagogical content knowledge, how its components relate to one another, and how far along the competency spectrum elementary school teachers are in their capacity to integrate technology into their classes. The 21st century has unified curricula, cutting-edge technologies, and comprehensive comprehension. To achieve educational excellence and student achievement in a rapidly modernizing society, teachers must learn new instructional methods and technologies. "Technological pedagogical and content knowledge" (TPACK) is a framework of collective and composite knowledge needed by teachers in technology-integrated classrooms. This study assessed pre-service teachers' technology integration knowledge and behaviors. This cross-sectional survey assessed future educators' TPACK and associated expertise. This survey uses questionnaire-based purposeful sampling. Surveys assessed technology, content, instructional techniques, and pedagogy. Each series of questions established a 5-point Likert scale, with 1 representing strongly disagreed and 5 representing strongly agreed. Smart PLS and SPSS analyzed data. Future educators are confident and able to use technology to fulfil student needs, according to the study. All three predictions were proven when all prospective educators surveyed understood TPACK. This shows that they understood the role of technology in each allegory or were confident in combining all three TK, PK, and CK structures. Findings determined implications.

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The first principles of instruction: an examination of their impact on preservice teachers’ TPACK

Cited by 16 publications

References 40 publications

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

Technological Pedagogical and Content Knowledge of Pre-Service Elementary School Teachers in Karachi, Pakistan: A Quantitative Study

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