Prompting teachers’ reflection of their professional knowledge
- Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional developmentMany educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers’ meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.…
Author details: | Karsten KrauskopfORCiDGND, Teresa S. Foulger, Mia Kim Williams |
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DOI: | https://doi.org/10.1080/13664530.2017.1367717 |
ISSN: | 1366-4530 |
ISSN: | 1747-5120 |
Title of parent work (English): | Teacher Development |
Subtitle (English): | proof-of-concept study of the Graphic Assessment of TPACK Instrument |
Publisher: | Routledge |
Place of publishing: | Abingdon |
Publication type: | Article |
Language: | English |
Date of first publication: | 2017/09/11 |
Publication year: | 2018 |
Release date: | 2022/03/24 |
Tag: | GATI; Graphic Assessment of TPACK Instrument; TPACK; meta-cognitive prompts; professional development; reflective practice |
Volume: | 22 |
Issue: | 2 |
Number of pages: | 22 |
First page: | 153 |
Last Page: | 174 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
External remark: | Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 466 |