Applying TPACK-P to a teacher education program

研究成果: 書貢獻/報告類型章节

2 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
主出版物標題Development Of Science Teachers' TPACK
主出版物子標題East Asian Practices
發行者Springer Singapore
頁面71-88
頁數18
ISBN(電子)9789812874412
ISBN(列印)9789812874405
DOIs
出版狀態已發佈 - 2015 一月 1

    指紋

ASJC Scopus subject areas

  • Social Sciences(all)

引用此

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