Examining Technological Pedagogical Content Knowledge Competencies in In-Service Teachers
DOI:
https://doi.org/10.63957/veritas.v1i2.0013Palabras clave:
TPCK competency, classroom practices, computer literateResumen
Taking digital technology as the framework of the research, the present study investigates in-service teachers’ Technological Pedagogical Content Knowledge competency (TPCK), by contextualizing teachers’ beliefs and competencies of using the TPCK model in teaching English as a foreign language. The study is an extension of previous research Tovar et al., (2019). Development involved a survey-based questionnaire, an unstructured interview, and classroom observations. The assessment instruments were administrated to sixteen in-service English teachers. Results revealed that a high percentage of the teachers, who work in the Language Center at the Technical University of Cotopaxi, are not familiar with the use of the TPCK framework. Research outcomes, therefore, suggest that developing teachers’ TPCK competency, strengthens their knowledge domains, skills, and beliefs of the usage of technology in classroom settings. Implications of this study and considerations for further research are discussed.
Descargas
Referencias
Atun, H., & Usta, E. (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Educational Research (PE), 6 (2), 26-36. http://dx.doi.org/10.17275/per.19.10.6.2
Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699-712. https://doi.org/10.14742/ajet.1675
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115- 125. https://doi.org/10.29252/ijree.3.2.115
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education. https://doi.org/10.18869/acadpub.ijree.2.1.1
Ansyari, M. F. (2012). The development and evaluation of a professional development arrangement for technology integration to enhance communicative approach in English language teaching. Faculty of Behavioral Science, University of Twente.
Brantley-Dias, L. & Ertmer, P. (2013). Goldilocks and TPACK. Is the construct ‘Just Right?’ Journal of Research on Technology in Education, 42(2), 103-128. https://doi.org/10.1080/15391523.2013.1078261 5
Cando, F., Tituaña, I., Bernardo Cando, B, & Lema, Y. (2018). Pedagogical technological competence of content in the areas of language and literature. Congress of science and technology, 13(1), 178- 181. ESPE, Ecuador.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre service teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13, 63-73.
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair, L. S., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. Tech Trends, 53(5), 70-79.
Genç lter, B. (2015). How does technology affect language learning process at an early age? Procedia Social and Behavioral Sciences, 199, pp. 311 – 316. https://doi.org/10.1016/j.sbspro.2015.07.552
Hechter, R. P. & Vermette, L. A. (2013) Technology integration in K-12 science classrooms: An analysis of barriers and implications. Themes in Science and Technology Education, 6(2), 73-90.
Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73. https://doi.org/10.1080/00377996.2015.1124376
Hofer, M., & Grandgenett, N. (2012). Development in teacher education: A longitudinal study of pre service teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.1078259 8
Kereluik, K., Mishra, P., Koehler. M. (2011). On Learning to Subvert Signs: Literacy, Technology and the TPACK Framework. Winter, The California Reader, 44(2), 12-18.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S. & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology (pp.101-111). New York: Springer Science Business Media.
Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators (pp.1-16). New York: Routledge/Taylor & Francis Group for the American Association of Colleges of Teacher Education.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740 762. https://doi.org/10.1016/j.compedu.2005.11.012
Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1-21.
Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. Computers and Education, 56(4), 1072-1082. http://dx.doi.org/10.1016/j.compedu.2010.11.00 8
Miller, S. M. (2008). Teacher learning for new times: Repurposing new multimodal literacies and digital video composing for schools. In J. Flood, S.B. Heath, & D. Lapp (Eds.) Handbook of research on teaching literacy through the communicative and visual arts (441-460). New York: International Reading Association/Simon & Schuster Macmillan.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467 9620.2006.00684.x
Koehler, M.J., & Mishra, P. (2015). TPACK (technological pedagogical content knowledge). In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 783-786). Thousand Oaks, CA: SAGE Publications, Inc. https://dx.doi.org/10.4135/9781483346397.n318
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technological pedagogical content knowledge. Teaching and Teacher Education, 25(5), 509-523. http://dx.doi.org/10.1016/j.tate.2005.03.006
Schmidt, D.A, Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for re-service teachers. Journal of Research on Technology in Education, 42(2), 123 149. https://doi.org/10.1080/15391523.2009.1078254 4
Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Research on the effectiveness of technology in schools: The roles of pedagogy and content. Contemporary Issues in Technology and Teacher Education, 7(1), 456-460.
Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Tai, Shu-Ju Diana. (2013). From TPACK-in-action workshops to English classrooms: CALL competencies developed and adopted into classroom teaching (Doctoral dissertation). Iowa State University, Iowa, USA.
Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Science, 1-7. https://doi.org/10.1016/j.kjss.2018.07.012
Tondeur, J., Pareja, N., van Braak, J., Fisser, P. & Joke Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational studies, 39(2), 239-24. https://doi.org/10.1080/03055698.2012.713548
Tovar, R., Chacon, M., Cisneros, C. & Noroña M. (2019). The TPCK framework for technology integration in language teaching. In R. V. Muñoz (CEO), First International Congress of Teacher Education Development-CIDU, Quevedo State Technical University, Quevedo, Ecuador.
Van Olphen, M. (2008). TPCK: an integrated framework for educating world language teachers. In American Association of Colleges for Teacher Education. (Eds.). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp.107 128). New York: Routledge for the American Association of Colleges for Teacher Education.
Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education Technology, 20, 17-25. https://www.learntechlib.org/p/52555/
Windschitl, M. (2009). Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. National Academies of Science Workshop on 21st Century Skills (pp. 1-23). Washington: Mark Windschitl, University of Washington.
Publicado
Número
Sección
Licencia
Derechos de autor 2019 Veritas & Research
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
En caso de que el artículo presentado sea aprobado para su publicación, los autores, mediante el documento “Declaración de originalidad y Cesión de derechos de autor”, transfieren a la revista los derechos patrimoniales que tienen sobre el trabajo para que se puedan realizar copias y distribución de los contenidos por cualquier medio y en acceso abierto, siempre que se mantenga el reconocimiento de sus autores y no se haga un uso comercial de la obra.
El contenido completo de la licencia Creative Commons, bajo la cual se resguardan los derechos de autor de aquellos que publican en la revista VERITAS & RESEARCH, puede consultarse en:
Este trabajo está bajo licencia Creative Commons Attribution-NonCommercial 4.0 International Licence (CC BY-NC 4.0).
