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 278
- Downloads 0
QUALIFICATION PRACTICES IN THE HIGHER EDUCATION OF LATVIA: THE SITUATION OF PERSPECTIVES OF DEVELOPMENT
Qualification practice is an essential and obligatory component of higher education programs of the Republic of Latvia, one of pre-conditions to obtain a professional qualification, as well as professional skills. Howeve...
THE ARCHITECTURE OF A SCHOOL SYSTEM ACCORDING TO THE THEORY OF DYNAMICAL SYSTEMS
From the experience of recent years it seems clear that the existing educational system, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect...
INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS
The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of education...
SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE
The interpretation of the concept ‘value’ is extremely varied and brings a historic background. Values are fostered since childhood through the process of sharing and analysing individual experience based on certain conc...
INFORMATION CULTURE IN ENGINEERING EDUCATION
One of the characteristic features of the development of modern society is a rapid growth of the information flow. It is more and more complicated to find one’s way in it at present. That is why the issue of acquiring t...