Teacher Training Strategies for Improvement Technological Pedagogy Knowledge(TPK) connected with Problem Solving

Shin, Soo-Bum; 공주교육대학교,; Kim, Chul; Jeong, Young‐Sik

doi:10.14352/jkaie.2018.22.1.23

Cited by 2 publications

(2 citation statements)

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“…It is necessary to provide systematic teacher professional development (TPD) so that teachers can find specific answers to the problems they face in practice [30]. TPD programs can also be designed for teachers to experience CT and design thinking [48] and problem‐based learning. As Type II teachers tend to have self concerns, it is also necessary to distribute detailed information about the meaning and strengths of SW education and strategies for its implementation.…”

Section: Discussionmentioning

confidence: 99%

Unpacking teachers’ concerns about CT‐based pedagogy: The case of software education in Korea

Dongsim

Ryoo

2020

Comp Applic In Engineering

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We adopt the concerns‐based adoption model as an analytical lens to explore how Korean teachers perceive the mandated changes brought about by the policy to teach software (SW) education. The research questions are (a) How can teachers be grouped according to their perceived SW knowledge/skills and pedagogical beliefs? (b) What are the overall trends in teachers' stages of concern about SW education? and (c) How are the stages of concern about SW education distributed according to the different teacher types? The participants were 207 teachers who completed the online survey. Data were collected about their perceived SW knowledge/skills, pedagogical beliefs, and the seven stages of concern related to SW education. First, K‐means clustering was performed to categorize teachers into four types based on their SW knowledge/skills and pedagogical beliefs. Overall, our findings indicate that 40% of the participants belonged to Type I, who have high SW knowledge/skills and pedagogical beliefs. Second, the concerns profile in Type I showed an M pattern in which they hold both self and impact concerns. Types II–IV showed a similar trend, such that the trends peak at Stage 0 (Awareness) and the intense concerns at the self‐level (Stage 1, Informational and Stage 2, Personal). All types demonstrated a tailing up phenomenon at Stage 6 (Refocusing). This study has implications for the design of concern‐based interventions and makes suggestions to enable teachers to move toward more advanced levels to adopt computational thinking‐based pedagogy in SW education.

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Section: Discussionmentioning

confidence: 99%

Unpacking teachers’ concerns about CT‐based pedagogy: The case of software education in Korea

Dongsim

Ryoo

2020

Comp Applic In Engineering

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“…Whilst issues regarding the importance of teachers' digital competency have been widely recognised in preceding studies examining the shift to online schooling [16,17], our examination of news articles about ERT in South Korean schools reveals several points that have been under-scrutinised in the preceding studies: one of them is teachers' experience of disruption in their sense of professional identity and the consequent move to redefine and revalorise their role.…”

Section: Teachers' Sense Of Professional Identitymentioning

confidence: 99%

Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea

Choi¹,

Chung²,

2021

Sustainability

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This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “starting school online” from the highest read daily newspapers published in South Korea, through which three issues regarding teachers and teaching are identified: teachers’ digital competency, teachers’ sense of professional identity, and the revalorisation of the teacher role. Discussion of the three issues points to the need to reflect on and rethink the government’s policies for ICT in education. This paper provides an overview of the ICT policies to show their overall inadequacy with respect to providing teachers with the necessary training and framework for technology-related professional development. It highlights the need to understand the changing nature of teaching and learning in a digital education environment and it suggests a possible redesign of the education and training provisions to teachers to support their professional competency in the digital age.

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Teacher Training Strategies for Improvement Technological Pedagogy Knowledge(TPK) connected with Problem Solving

Cited by 2 publications

References 0 publications

Unpacking teachers’ concerns about CT‐based pedagogy: The case of software education in Korea

Unpacking teachers’ concerns about CT‐based pedagogy: The case of software education in Korea

Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea

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