THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’ TPACK: A STUDY FROM ESTONIA
Journal Title: Problems of Education in the 21st Century - Year 2015, Vol 66, Issue 1
Abstract
Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers’ TPACK (Graham et al., 2009; Guzey & Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer & Grandgenett, 2012; Koh & Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers’ TPACK. The key questions for this research were: how do teachers’ perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers’ TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers’ self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers’ TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey.
Authors and Affiliations
Piret Lehiste
Keywords
Related Articles
- EP ID EP436134
- DOI -
- Views 154
- Downloads 0
HIGHER EDUCATION AND THE GROWTH OF MENIAL JOBS
Young people are confronting a world in which they may not achieve economic strides their parents did. Almost all will have been awarded university degree, worth far less (in the terms and conditions of their employment)...
EMPHASIS MANIPULATION EFFECT IN TERMS OF THE LEAST-ABLED SETS ON COGNITIVE LOAD, TRANSFER, AND INSTRUCTIONAL EFFICIENCY
This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency....
EDUCATING TEACHERS FOR CONTENT AND LANGUAGE INTEGRATED LEARNING IN KAZAKHSTAN: DEVELOPING POSITIVE ATTITUDES
The aim of the present research is to identify whether teachers' attitudes towards the use of Content and Language Integrated Learning (CLIL) in the Republic of Kazakhstan can undergo significant changes if they study a...
PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION
With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction. Yet, education is...
VOCATIONAL TECHNICAL HIGH SCHOOL TEACHERS’ BELIEFS TOWARDS ICT FOR THE 21ST CENTURY EDUCATION: INDONESIAN CONTEXT
To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. O...