Determining Teachers’ TPACK through observations and self-report data

D.D. Agyei; Joke Voogt

Determining Teachers’ TPACK through observations and self-report data

D.D. Agyei
, Joke Voogt

Faculty of Behavioural, Management and Social Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

1594 Downloads (Pure)

Abstract

This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices

Original language	English
Title of host publication	Proceedings of Society for Information Technology & Teacher Education International Conference 2011
Editors	M. Koehler, P. Mishra
Place of Publication	Chesapeake, VA
Publisher	Association for the Advancement of Computing in Education
Pages	2314-2319
ISBN (Print)	9781880094846
Publication status	Published - 2011
Event	22nd International Conference of the Society for Information Technology & Teacher Education 2011 - Nashville, United States Duration: 7 Mar 2011 → 11 Mar 2011 Conference number: 22

Publication series

Name
Publisher	AACE

Conference

Conference	22nd International Conference of the Society for Information Technology & Teacher Education 2011
Abbreviated title	SITE
Country/Territory	United States
City	Nashville
Period	7/03/11 → 11/03/11

Keywords

METIS-283727
IR-84632

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proceeding_36652_(2)

http://www.editlib.org/p/36652/

Cite this

@inproceedings{082f551fa6224bde940702a82429f13d,

title = "Determining Teachers{\textquoteright} TPACK through observations and self-report data",

abstract = "This study reports an arrangement directed at the development of 12 pre-service teachers{\textquoteright} TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers{\textquoteright} TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers{\textquoteright} TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers{\textquoteright} stated pedagogical beliefs did not align with their instructional practices",

keywords = "METIS-283727, IR-84632",

author = "D.D. Agyei and Joke Voogt",

year = "2011",

language = "English",

isbn = "9781880094846",

publisher = "Association for the Advancement of Computing in Education",

pages = "2314--2319",

editor = "M. Koehler and P. Mishra",

booktitle = "Proceedings of Society for Information Technology \& Teacher Education International Conference 2011",

address = "United States",

note = "22nd International Conference of the Society for Information Technology \& Teacher Education 2011, SITE ; Conference date: 07-03-2011 Through 11-03-2011",

}

Agyei, DD & Voogt, J 2011, Determining Teachers’ TPACK through observations and self-report data. in M Koehler & P Mishra (eds), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. Association for the Advancement of Computing in Education, Chesapeake, VA, pp. 2314-2319, 22nd International Conference of the Society for Information Technology & Teacher Education 2011, Nashville, Tennessee, United States, 7/03/11. <http://www.editlib.org/p/36652/>

Determining Teachers’ TPACK through observations and self-report data. / Agyei, D.D.; Voogt, Joke.
Proceedings of Society for Information Technology & Teacher Education International Conference 2011. ed. / M. Koehler; P. Mishra. Chesapeake, VA: Association for the Advancement of Computing in Education, 2011. p. 2314-2319.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Voogt, Joke

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AB - This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices

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KW - IR-84632

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Y2 - 7 March 2011 through 11 March 2011

ER -

Determining Teachers’ TPACK through observations and self-report data

Abstract

Publication series

Conference

Keywords

Access to Document

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Cite this