The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations

Abstract

Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or 'D-TPACK' framework were proposed to support pre-service teachers' learning design practices.

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

“…This consequently allowed them to focus their efforts on collaborative learning and professional development in order to transform real and context-based ideas into next generation course plans. According to Nguyen et al, ( 2022 ), collaborative community learning integrates three aspects: technology, teaching, and content/knowledge. Moreover, for computer-supported collaborative learning (CSCL) in a learning community, the collaborative learning process includes personal knowledge exploration, community interaction processes, knowledge development about learning groups, and knowledge creation in small Internet-based groups.…”

“…Moreover, for computer-supported collaborative learning (CSCL) in a learning community, the collaborative learning process includes personal knowledge exploration, community interaction processes, knowledge development about learning groups, and knowledge creation in small Internet-based groups. The collaborative learning cultivates learners’ cognitive thinking during the process of interpersonal communication, maintains their community participation during the group discussion process, and builds knowledge through community interactions (Aubusson & Schuck, 2013 ; Damşa, 2014 ; Nguyen et al, 2022 ; Schuck et al, 2013 ; Tam, 2015 ). In-depth exploration of knowledge may trigger interactions among learning partners who further promote knowledge building within the learning group.…”

“…Scholars have considered that teachers in learning community can embark on this collaborative learning process to enrich their professionalism in response to teaching needs (Aldosemani, 2020 ; Nelimarkka et al, 2021 ; Shek et al, 2021 ). By promoting effective community interactions, online collaborative learning supports the processes of knowledge acquisition, sharing, and reflection, as well as the mutual sharing of experiences and the co-building of knowledge (Ng et al, 2022 ; Nguyen et al, 2022 ; Yadegaridehkordi et al, 2019 ).…”

“…Relationship performance during interactions reflects more than varying degrees of contribution in terms of community and cognitive inputs (Tirado et al, 2015 ): learners can also synthesize, criticize, and reflect on other participants’ ideas. There is a close connection between community interactions and cognitive participation in a group, which acts as a key driving force for group members to continue interacting within an active participation environment (Nguyen et al, 2022 ; Yücel & Usluel, 2016 ; Tirado et al, 2015 ) put much emphasis on the importance of community interactions and on the need to explore mutual connections among group partners in order to improve the quality of collaborative learning. Nguyen et al, ( 2022 ) also found that in an asynchronous learning environment, there were positive correlations between network cohesion and centralization and the frequency of interaction and knowledge creation.…”

“…There is a close connection between community interactions and cognitive participation in a group, which acts as a key driving force for group members to continue interacting within an active participation environment (Nguyen et al, 2022 ; Yücel & Usluel, 2016 ; Tirado et al, 2015 ) put much emphasis on the importance of community interactions and on the need to explore mutual connections among group partners in order to improve the quality of collaborative learning. Nguyen et al, ( 2022 ) also found that in an asynchronous learning environment, there were positive correlations between network cohesion and centralization and the frequency of interaction and knowledge creation. In this study, individuals’ positive and negative perspectives on professional learning communities are used to examine not only the variations in the degree of community interactions and participation but also their impact on both teachers’ community relationship performance and collaborative performance.…”