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 professionalMany 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.…
Verfasserangaben: | Karsten KrauskopfORCiDGND, Teresa S. Foulger, Mia Kim Williams |
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URN: | urn:nbn:de:kobv:517-opus4-412628 |
Titel des übergeordneten Werks (Englisch): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
Untertitel (Englisch): | a proof-of-concept study of the Graphic Assessment of TPACK Instrument |
Schriftenreihe (Bandnummer): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (466) |
Publikationstyp: | Postprint |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 08.08.2018 |
Erscheinungsjahr: | 2017 |
Veröffentlichende Institution: | Universität Potsdam |
Datum der Freischaltung: | 08.08.2018 |
Freies Schlagwort / Tag: | GATI; Graphic Assessment of TPACK Instrument; TPACK; meta-cognitive prompts; professional development; reflective practice |
Ausgabe: | 466 |
Seitenanzahl: | 23 |
Quelle: | Teacher Development 22 (2018) Nr. 2, S. 153–174 DOI: 10.1080/13664530.2017.1367717 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät |
DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer Review: | Referiert |
Publikationsweg: | Open Access |
Fördermittelquelle: | Taylor & Francis Open Access Agreement |
Lizenz (Deutsch): | ![]() |
Externe Anmerkung: | Bibliographieeintrag der Originalveröffentlichung/Quelle |