TPACK development in a graduate course for practicing teachers

ID: 52510 Type: Brief Paper
  1. Anneke Smits and Lieke van Velze, Windesheim University of Applied Sciences, Netherlands

Thursday, March 29 3:40 PM-4:00 PM Location: Wright View on map

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Abstract: Our graduate course ‘learning with ICT’ targets the development of TPACK through conceptual understanding, pedagogical reasoning and educational design. In this study we qualitatively analyzed the outcomes of the course. The main research questions are: What conceptual understanding, pedagogical reasoning and TPACK enactment are visible in students’ written and video assignments after the course? And how are these related? Qualitative analyses of conceptual understanding, pedagogical reasoning and TPACK enactment was performed in the software package QDA miner with the help of a categorical dictionary and codebooks derived from the content of the course. The results showed that students differed greatly in their conceptual understanding and in their pedagogical reasoning. However, most students designed and enacted a lesson that showed TPACK enactment. This may mean that in some students TPACK enactment may merely be performance driven. Students with a strong conceptual understanding and pedagogical reasoning, may be more likely to show transfer of TPACK enactment to future teaching situations.

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