Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads

Bonafini, Fernanda Cesar; Lee, Younhee

doi:10.1007/s11528-020-00578-1

Cited by 15 publications

(9 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Integrating technological tools in physical classrooms was a norm before COVID-19, yet the situation now requires new validation data. Researches in TPACK are also vastly carried out in various disciplines, such as sciences (Bonafini and Lee, 2021;Juanda et al, 2021;Ramnarain et al, 2021;Schmid et al, 2021), English language teaching (ELT) (Aşık et al, 2018;İşler and Yıldırım, 2018;Jwaifell et al, 2018;Lee and James, 2018;Sarıçoban et al, 2019;Singh and Kasim, 2019;Inpeng and Nomnian, 2020;Drajati et al, 2021;Syamdianita and Cahyono, 2021), preschool education (Masoumi, 2021), and special education (Oh and Park, 2018).…”

Section: Introductionmentioning

confidence: 99%

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

2022

View full text Add to dashboard Cite

The pandemic has brought online learning as the new norm in education, which invokes many issues, particularly in the quality of online education. The quality of teacher education is being questioned, particularly in imparting adequate Technological Pedagogical Content Knowledge (TPACK), which seems to be lacking in preparing teachers for sudden online learning. Though many studies were clustered around TPACK, there is still an unfilled gap in identifying whether the pre-service teachers are ready to teach online classes alongside their TPACK. Hence, this paper aims to determine (1) the level of TPACK and readiness and (2) the relationship between TPACK and readiness for English for Foreign Language (EFL) pre-service teachers in online learning during the pandemic. A survey was distributed to 197 EFL pre-service teachers with 35 items, in which the level of TPACK and readiness were analyzed descriptively with the mean score. The Pearson correlation examined the relationship between TPACK domains and readiness. The main findings showed that the level of TPACK and readiness of EFL pre-service teachers were high, particularly for Technological Knowledge (TK). However, the correlation results showed a weak positive correlation between TPACK domains and readiness. The highest correlation was between Technological Content Knowledge (TCK) and readiness, which is a new finding contributing to the body of knowledge. This paper implied that TPACK should also look into the online teaching readiness of pre-service teachers so that they are well equipped with the online pedagogical knowledge for effective teaching and learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

2022

View full text Add to dashboard Cite

show abstract

“…Various authors such as [1][2][3][4][5] point out that it is essential for teachers to possess the capacity to mediate in the classroom and for them not to have as the mere objective the simple transmission of knowledge. Faced with the interpretation of what an adequate mediation represents, various trends have emerged in teacher training that, with scientific foundation, direct teacher instruction practices, with the objective of explaining and improving education.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The use of technology is present in various areas of human endeavor and the educational process is no exception. Researchers such as Bonafini and Lee [1] affirm that the use of technologies can be a great ally; however, it is vital to understand that by itself it does not achieve a significant change. Consequently, multiple investigations have been conducted focused on studying the integration of technological tools in the mathematics class.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, investigating the possible technological integration carried out by teachers during their training is of importance, since it is based on the premise that, even when a teacher possesses extensive knowledge in technologies, this does not empower him/her to achieve a correct integration of ICTs within teaching spaces. In addition, Bonafini and Lee (2021) indicate that "the pressure for integrating technology into teaching also makes latent the demand for pre-service mathematics teachers to use technology in their classrooms" ( [1], p. 303). This is similarly apparent in [4].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

2021

View full text Add to dashboard Cite

The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

show abstract

“…The lesson plan sample was selected from several respondents who filled out the TPACK questionnaire. Lesson plan was analyzed descriptively using a rubric developed based on indicators of lesson plan analysis with the TPACK component adapted from [8], [16]. A rubric can be expressed as a set of display criteria (performance) that shows mastery of certain competencies.…”

mentioning

confidence: 99%

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

Hayati

Kadarohman

Sopandi

et al. 2022

TSSJ

View full text Add to dashboard Cite

This descriptive study aims to describe chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence based on teacher perception and lesson plan analysis. Chemistry teachers' perceptions were obtained through the TPACK questionnaire, which was developed based on components in the TPACK framework. Meanwhile, the lesson plan analysis is carried out through a rubric developed based on the TPACK indicator for the lesson plan. The respondent was 86 chemistry teachers who teach in one Indonesian province. Sampling for the analysis of teacher perceptions was carried out through purposive sampling, and the sample lesson plans were selected from several respondents who filled out the TPACK questionnaire. Both data sets were analyzed descriptively. The results of the TPACK perception analysis of chemistry teachers on the components of TK, PK, and PCK show that they have sufficient ability. These results align with the analysis of the lesson plans they made, which are in the good category. In the CK and TPK components, chemistry teachers' perception shows they have sufficient ability. It is not in line with the results of the analysis of lesson plans which are in the poor category. In TCK component, chemistry teachers' perception shows they have less ability. These results are quite in line with the analysis of lesson plans which are in the very poor category. Finally, the results of the analysis on TPACK component show that chemistry teachers are unsure or doubtful about their abilities, while the results of the analysis of lesson plans are in the very poor category.

show abstract

Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads

Cited by 15 publications

References 35 publications

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

Contact Info

Product

Resources

About