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 116
- Downloads 0
DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE
The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it...
SOME SKETCHES ON SOCIAL NETWORKING WEBSITES
It is obvious, that usage of social networking websites is constantly growing. In Lithuania, a rapid growth of usage has been observed in recent years, taking into account local (national) social networking websites as w...
HOW TO DEVELOP INDIGENOUS PEOPLES’ EDUCATION? ISSUES AND SOLUTIONS OF SÁMI EDUCATION
This research presents today's educational challenges of the only indigenous people group in Europe: the Sámi. The data was collected by school ethnography in Norway during 2001-2007 in six Sámi schools. In spite of the...
USAGE OF SOCIAL NETWORKING WEBSITES: LITHUANIAN UNIVERSITY STUDENTS’ POSITION
Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2011). The develop...
CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA
The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sam...