Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

Getenet, Seyum Tekeher and Beswick, Kim and Callingham, Rosemary (2016) Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21 (1). pp. 19-34. ISSN 1360-2357

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Abstract

In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching
as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 25 May 2016 02:26
Last Modified: 25 May 2016 02:37
Uncontrolled Keywords: professional development; in-service teachers; technological pedagogical; content knowledge
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Identification Number or DOI: 10.1007/s10639-013-9306-4
URI: http://eprints.usq.edu.au/id/eprint/28814

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