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Conducting a Model of Developing Technological Pedagogical Content Knowledge for In-Service Teachers
PROCEEDINGS

, National Changhua University of Education, Taiwan

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Developing technological pedagogical content knowledge (TPCK) is inevitable for in-service teachers because of insufficient technology integration based on related studies. The purpose of this study is to conduct a model of developing teachers’ TPCK to explore teachers’ perspectives on technology integration and further explore the feasibility of the model. There were eight elementary school teachers participated in the project of model. Lesson design and teaching practice, teaching observation, asynchronous discussion, and focus group interview were employed to conduct the model and to collect data. Qualitative analysis results reveal teachers exhibit TCK, TPK, and PCK and indicate learner performance is main concern instead of technology use. In addition, teachers also transform their thinking process of technology integration subsequent to participating in the project. Based on the result, the model is feasible and can be applied to develop teachers’ TPCK.

Citation

Liu, S.H. (2011). Conducting a Model of Developing Technological Pedagogical Content Knowledge for In-Service Teachers. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 669-674). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2020 from .

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