Applying TPACK-P to a teacher education program

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

We propose a teacher community called the learning module design team (LMDT) in which preservice teachers, in-service teachers, and science education researchers work together to enhance each other’s TPACK-Practical (TPACK-P). Within the teacher community, in-service teachers designed physics learning applications (APPs) and learning modules with their TPACK-P; preservice teachers then tested the APPs and implemented them into their microteaching. Designing these APPs and learning modules allow in-service teachers in the community to refine their TPACK-P, while implementing these artifacts develops preservice teachers’ TPACK-P. A professor who was also a physics teacher educator and science education researcher played the role of a facilitator, ensuring within- and between-group communication. Besides elaborating upon each other’s TPACK-P, the LMDT developed a total of 12 android APPs on multitouch tablets to help students better understand physics concepts such as spring resonance, slingshot physics, and friction. This chapter presents the design principles, functions, and features of the 12 APPs; it also describes how these teachers collaborated with each other within the community.

Original languageEnglish
Title of host publicationDevelopment Of Science Teachers' TPACK
Subtitle of host publicationEast Asian Practices
PublisherSpringer Singapore
Pages71-88
Number of pages18
ISBN (Electronic)9789812874412
ISBN (Print)9789812874405
DOIs
Publication statusPublished - 2015 Jan 1

ASJC Scopus subject areas

  • Social Sciences(all)

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    Yeh, Y. F., Hwang, F. K., & Hsu, Y. S. (2015). Applying TPACK-P to a teacher education program. In Development Of Science Teachers' TPACK: East Asian Practices (pp. 71-88). Springer Singapore. https://doi.org/10.1007/978-981-287-441-2_5