Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania

Ayoub Kafyulilo, Petra Fisser, Joke Voogt

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Abstract

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches.
Original languageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2012
EditorsP. Resta
Place of PublicationChesapeake, VA
PublisherAssociation for the Advancement of Computing in Education
Pages2861-2869
ISBN (Print)9781880094921
Publication statusPublished - 2012
Event23rd International Conference of the Society for Information Technology & Teacher Education, SITE 2012 - Austin, United States
Duration: 5 Mar 20129 Mar 2012
Conference number: 23

Publication series

Name
PublisherAACE

Conference

Conference23rd International Conference of the Society for Information Technology & Teacher Education, SITE 2012
Abbreviated titleSITE
CountryUnited States
CityAustin
Period5/03/129/03/12

Keywords

  • METIS-292227
  • IR-83991

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