Using a Praxeology Approach to the Rational Choice of Specialized Software in the Preparation of the Computer Science Teacher

This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.

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Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers

Семеніхіна

Proshkin

Naboka

2020

IJREL

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The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.

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Using a Praxeology Approach to the Rational Choice of Specialized Software in the Preparation of the Computer Science Teacher

Cited by 3 publications

References 3 publications

Praxistheoretische Impulse zur Gestaltung von Projektorientierung in der Hochschulbildung

Praxistheoretische Impulse zur Gestaltung von Projektorientierung in der Hochschulbildung

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers

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