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 322
- Downloads 0
CRAFT AS A BOUNDARY TOOL FOR MULTI- AND INTERCULTURAL EDUCATION: A CASE IN TEACHER EDUCATION
Studies on boundary crossing and boundary objects emphasize that boundaries carry potential for learning. However, it is not explicated how the craft could be used as a boundary in multi- and intercultural education. Thi...
THE ”McDONALD‘S-IZATION“ OF EDUCATION: SEARCH FOR FAST RESULTS
The pace of life forces us in getting everything quickly and preferably for free, i.e. the faster – the better. No matter that fast food from McDonald’s simply kills the human organism. The crucial point is that the acti...
DIAGNOSTIC OF INFORMATION AND COMMUNICATION TECHNOLOGIES’ USE IN VOCATIONAL GUIDANCE: ANALYSIS OF AN EXPERIENCE
In recent years, parallel to the transformations occurring at all levels, a technological revolution has taken place from which the development and integration of multiple resources in all areas and sectors has been de...
DIGITALIZATION OF EUROPE: A NEW CHALLENGE FOR EDUCATION
Digital television broadcasting has become a reality in most countries in the European Union (EU) as well as in other developed countries outside the EU. Interactive digital television (iDTV), as a relatively easy way...
TEACHER JOB STRESS IN ALBANIA: EXAMINING THE ROLE OF STUDENTS’ CLASSROOM DISRUPTIVE BEHAVIOR AND OTHER FACTORS IN THE SCHOOL CONTEXT
The purpose of this study was to determine the impact of the students’ disruptive behavior and other factors in the school context on the teachers’ job stress. For this purpose a survey based descriptive research was con...