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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.…
Author details: | Karsten KrauskopfORCiDGND, Teresa S. Foulger, Mia Kim Williams |
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URN: | urn:nbn:de:kobv:517-opus4-412628 |
Title of parent work (English): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
Subtitle (English): | a proof-of-concept study of the Graphic Assessment of TPACK Instrument |
Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (466) |
Publication type: | Postprint |
Language: | English |
Date of first publication: | 2018/08/08 |
Publication year: | 2017 |
Publishing institution: | Universität Potsdam |
Release date: | 2018/08/08 |
Tag: | GATI; Graphic Assessment of TPACK Instrument; TPACK; meta-cognitive prompts; professional development; reflective practice |
Issue: | 466 |
Number of pages: | 23 |
Source: | Teacher Development 22 (2018) Nr. 2, S. 153–174 DOI: 10.1080/13664530.2017.1367717 |
Organizational units: | Humanwissenschaftliche Fakultät |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer review: | Referiert |
Publishing method: | Open Access |
Grantor: | Taylor & Francis Open Access Agreement |
License (German): | CC-BY-NC-ND - Namensnennung, nicht kommerziell, keine Bearbeitungen 4.0 International |
External remark: | Bibliographieeintrag der Originalveröffentlichung/Quelle |