TPACK development model for pre-service mathematics teachers

ENGİN, Ruhşen ALDEMİR; Karakuş, Derya; Niess, Margaret L.

doi:10.1007/s10639-022-11381-1

Cited by 8 publications

(2 citation statements)

References 26 publications

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“…TPACK studies for non-NBCTs typically focused on content-specific subjects or grade-level specific teachers (Beeson et al, 2014;Celik & Aytin, 2014;Utomo, 2022). Overall, preservice populations were more prevalent than any other teacher population studied within TPACK (Aldemir Engin et al, 2022;Jordan & Dinh, 2012;Young et al, 2014). Moreover, the literature review did not reveal a specific examination of National Board-Certified Teachers' self-efficacy in relation to their integrated TPACK knowledge.…”

Section: Research Questionsmentioning

confidence: 99%

Relationship of Self-Efficacy and Technological, Pedagogical, Content Area Knowledge (TPACK) of National Board Certified Teachers (NBCTs)

Martin

2023

JSE

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Elementary through twelve grade (K-12) teacher knowledge has changed significantly over the past 100 years. The pendulum has swung from focusing mainly on content-area knowledge to mainly on pedagogical strategies (Shulman, 1987). This dichotomy between these two distinct knowledge constructs influenced Shulman’s (1986) research on pedagogical content-area knowledge (PCK). Shulman’s PCK framework describes the intersection of both pedagogy and content area knowledge as a unique knowledge to the teaching profession. At the same time PCK was established, the Carnegie Forum on Education and Economy recommended creating a National Board of Professional Teaching Standards (NBPTS) to demonstrate Shulman’s PCK framework. Furthermore, these new standards embraced Mezirow’s (1991) transformative learning theory. They predicted that the 21st-century teacher would “not come to the school knowing all they have to know but knowing how to figure out what they need to know” (Carnegie Task Force, 1986, p. 25). Consequently, it was determined that what the 21st-century teacher needed to know was technology integration (Gentry et al., 2014; Ismaeel & Al Mulhim, 2022).

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Section: Research Questionsmentioning

confidence: 99%

Relationship of Self-Efficacy and Technological, Pedagogical, Content Area Knowledge (TPACK) of National Board Certified Teachers (NBCTs)

Martin

2023

JSE

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“…Researchers have thus conducted numerous studies to explore effective strategies for leveraging technology in educational settings to optimize teaching and learning processes. These investigations generally aim to identify methodologies that will maximize the benefits of technology integration, ultimately leading to more efficient and effective classroom practices [1], [2], [10].…”

Section: Introductionmentioning

confidence: 99%

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

Kim

2024

Int. J. Adv. Sci. Eng. Inf. Technol.

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This research focuses on developing an Artificial Intelligence (AI)-based educational program within the Technological Pedagogical Content Knowledge (TPACK) framework to enhance the competency of pre-service teachers in AI convergence education. To assess the effectiveness of this program, South Korean pre-service teachers participated in a study where they engaged in AI convergence TPACK education. Freshman students were divided into two groups: one received traditional AI education, while the other took part in the AI convergence TPACK educational program. An evaluative tool was used to measure the AI-convergence teaching skills of these pre-service teachers. The results of the study revealed that the AI convergence TPACK educational program significantly contributed to developing AI convergence teaching capabilities among the participants. Furthermore, a comparative analysis demonstrated a substantial advantage in the AI convergence education skills of teachers who participated in the TPACK program compared to those who received AI education alone. Notably, the most significant improvements were observed in Pedagogical Content Knowledge (PCK) and TPACK, which were identified as critical components of AI convergence teaching expertise. This research underscores the importance of a tailored and comprehensive approach to training pre-service teachers in the ever-evolving landscape of AI in education. It highlights the effectiveness of the AI convergence TPACK educational program in enhancing pre-service teachers' AI convergence teaching skills and emphasizes the pivotal role of PCK and TPACK in preparing educators for AI-integrated educational environments.

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Comparison of pre- and in-service primary teachers’ dispositions towards the use of ICT

2023

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There is widespread agreement, that today’s students must develop competencies in the efficient use of information and communication technology (ICT) to cope with the demands of the 21st century. To meet this requirement, teachers must integrate ICT into their classroom activities on a regular basis. Studies have shown that the use of ICT in the classroom correlates with the level of professional knowledge and with affective-motivational dispositions (such as emotions and self-efficacy) of teachers. However, the relations between these dispositions and the extent to which these relations differ between pre- and in-service teachers have not yet been investigated. Hence, the present study examines the dispositions of 148 German pre-service and 132 German in-service primary school teachers to use ICT in geometry classes and tests for differences between these groups. To this end, a series of path models have been investigated on the basis of control-value theory in a quantitative study. Results of the invariance testing revealed only minor differences in the relations between the investigated dispositions: For in-service teachers a negative correlation between the assumed value of ICT for teaching geometry and the professional knowledge regarding ICT was found. The same does not hold true for pre-service teachers. Apart from this difference, however, the two groups were very similar. It can therefore be concluded that learning opportunities regarding the use of ICT in geometry classes do not need to differ greatly for the pre-service and in-service teachers.

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TPACK development model for pre-service mathematics teachers

Cited by 8 publications

References 26 publications

Relationship of Self-Efficacy and Technological, Pedagogical, Content Area Knowledge (TPACK) of National Board Certified Teachers (NBCTs)

Relationship of Self-Efficacy and Technological, Pedagogical, Content Area Knowledge (TPACK) of National Board Certified Teachers (NBCTs)

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

Comparison of pre- and in-service primary teachers’ dispositions towards the use of ICT

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