Determining Teachers’ TPACK through observations and self-report data PROCEEDINGS
Douglas Agyei, University of Cape Coast-Ghana, Ghana ; Joke Voogt, University of Twente, Netherlands
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices.
Agyei, D. & Voogt, J. (2011). Determining Teachers’ TPACK through observations and self-report data. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2314-2319). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from https://www.learntechlib.org/p/36652/.
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