Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania

Ayoub Kafyulilo, Petra Fisser, Joke Voogt

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Abstract

This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee secondary schools. From each school 10 teachers participated in the professional development program intended to develop TPACK. Four supports were provided during the professional development program: collaboration guidelines, online learning materials, exemplary lessons and human support (an expert). The pre and post intervention assessment of teachers’ perceived and observed knowledge and skills of integrating technology in teaching was done through questionnaire and interview. Other data collection instruments were observation checklist and focus group discussion. Findings revealed a significant different between the pre and post intervention teachers’ TPACK. Through support, teachers’ discussions in the design teams were precise, focused to the goals of the meeting and time efficient.
Original languageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2013
EditorsR. McBride, M. Searson
PublisherAssociation for the Advancement of Computing in Education
Pages4692-4697
ISBN (Print)978-1-939797-02-5
Publication statusPublished - 25 Mar 2013

Publication series

Name
PublisherAACE

Keywords

  • IR-86278
  • METIS-296686

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    Kafyulilo, A., Fisser, P., & Voogt, J. (2013). Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania. In R. McBride, & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 4692-4697). Association for the Advancement of Computing in Education.