High School Teachers’ Self-Assessment of their TPACK after Graduate Coursework: A Mixed Methods Evaluation

ID: 52120 Type: Brief Paper
  1. Stephen Adams, CSU Long Beach, College of Education, United States
  2. Fabian Rojas, CSU Long Beach and Universidad Nacional, Costa Rica, Costa Rica

Friday, March 30 11:30-11:50 AM Location: Edison C View on map

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Abstract: This paper describes a study of high school teachers’ Technological, Pedagogical and Content Knowledge (TPACK) following coursework in educational technology and project-based learning The coursework was part of a novel pathway of a Master’s program in Curriculum and Instruction to prepare teachers to set academic learning in the context of real-world situations relevant to the workplace Eighteen teachers completed the instructional activities, and complete data sets and informed consent were obtained from fifteen The study used a quantitative method, a survey of TPACK (at the beginning and end of instruction) together with a qualitative method, a Graphical Analysis of TPACK Instrument (at the end of instruction) The TPACK survey showed statistically significant changes in most subscales, including large effect sizes on scales related to Technological Pedagogical Knowledge and TPACK The complementary GATI instrument provided self-reflections extending the surveys A comparison of the two methodologies illuminates strengths and limitations of each

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