Using TPCK as a scaffold to self-assess the novice online teaching experience

Kennedy, Jolie

doi:10.1080/01587919.2015.1019964

Cited by 14 publications

(11 citation statements)

References 11 publications

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“…Curriculum should not be recited only subject matters, but process and nature of 21 st century learners need to be designed for curriculum planning and its implementation [3,4]. Technology for education can create curriculum integration among content, pedagogy and instructional practices [5][6][7]. The learning environments are changed and seem to be differed from than previous educational management.…”

Section: Introductionmentioning

confidence: 99%

TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

Nuangchalerm

2020

IJERE

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Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.

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Section: Introductionmentioning

confidence: 99%

TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

Nuangchalerm

2020

IJERE

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“…However, the current study also suggests that seeking students’ feedback and considering their needs were also instrumental. Furthermore, the literature and the participants also identified the importance of shared reflections and experiences with others, and close collaboration as valuable resources for instructors who seek to adapt to online teaching (Kennedy, 2015; Valsaraj et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Novice online instructors are generally defined as those who are not proficient in TPACK and lack digital literacy. For university academics accustomed to engaging in conventional face-to-face teaching, online teaching has not been a primary concern (Kennedy, 2015).…”

Section: Introductionmentioning

confidence: 99%

How to Cope With Emergency Remote Teaching for University Academics: The Case of a High-Profile Language University in China

et al. 2023

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Despite the growing body of literature on the structural problems of emergency remote teaching during the COVID-19 pandemic, far too little empirical research has been conducted on university academics’ challenges in online pedagogy and what is needed to facilitate their teaching during a time of educational crisis. Thus, this study selects a high-profile Chinese language university as a case study to explore how university academics in China have dealt with the challenges of emergency remote teaching during the pandemic. This paper conducts open-ended interviews with 22 academic faculty members and adopts TPACK concepts to interpret the findings. The results demonstrate how participants find avenues to deal with emergency remote teaching, effective measures universities need to adopt, and ways to facilitate TPACK with academic faculty.

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“…Digital Information and Communication Technologies (ICT) are present in the daily lives of a large part of the world population, especially in educational projects (ARCHAMBAULT;CRIPPEN, 2009). As part of this backdrop, research has shown that distance education, either exclusively on-line or delivered through blended learning, is part of secondary education (BORUP; GRAHAM; DRYSDALE, 2014; MIRON; GULOSINO; SHANK; DAVIDSON, 2017; MOORE-ADAMS; JONES; COHEN, 2016), tertiary education (ARINTO, 2013;DORNER;KUMAR, 2016;IGNOU, 2017;TURCSÁNYI-SZABÓ, 2012) and postgraduate degrees (HOFER; GRANDGENETT, 2012;KENNEDY, 2015).…”

Section: Distance Education and Pre-service Trainingmentioning

confidence: 99%

Pre-service language teacher training for distance education

Luz

2018

Texto Livre

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ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.

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Using TPCK as a scaffold to self-assess the novice online teaching experience

Cited by 14 publications

References 11 publications

TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

How to Cope With Emergency Remote Teaching for University Academics: The Case of a High-Profile Language University in China

Pre-service language teacher training for distance education

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