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 8
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 frst group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary fndings 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 frst meeting of the training program and at the end of the frst academic year. The research results revealed increase in all the domains of the TPACK framework. There was signifcant 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 EP35393
- DOI -
- Views 301
- Downloads 0
Children’s literature, teaChers and integratiVe eduCation: theory and sChool reality
The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative educatio...
THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS
The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent...
THE ROLE OF MUSIC EDUCATION IN THE SOCIALISATION OF PUPILS OF GENERAL EDUCATION SCHOOLS OF ESTONIA
Schools of the two communities in Estonia, both Estonian speaking and Russian speaking, are social institutions, the objective of which is to maintain and reproduce the nation, language, culture as well as intellectual a...
PEDAGOGICAL PRECONDITIONS OF THE DEVELOPMENT OF SERVICE CULTURE OF A FUTURE HOSPITALITY SPECIALISTS
The problem studied in the article is the theoretical substantiation and determination of the pedagogical preconditions of the development of service culture of future hospitality specialists, and searching for technolo...
THE ROLE AND ASSESSmENT OF TEXTBOOKS IN mATHEmATICS EDUCATION
Authors of the article are experienced authors of mathematics textbooks for upper primary schools (Slovaks) and lower and upper primary schools (Czechs). Both textbooks are used in everyday school practice and are very...