Science Teachers’ Proficiency Levels and Patterns of TPACK in a Practical Context

Yi Fen Yeh, Tzu Chiang Lin, Ying-Shao Hsu, Hisn Kai Wu, Fu-Kwun Hwang

研究成果: 雜誌貢獻文章同行評審

27 引文 斯高帕斯(Scopus)

摘要

Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40 teachers with various backgrounds in subject content, years of teaching experience, and related award-winning records. An automated cluster analysis was used on the codes given to teachers’ responses based on their proficiency levels in different knowledge areas. Three different types of teachers with distinctive features were identified: technology-infusive (TI), technology transitional (TR), and planning and design (PD). TI teachers were more student-centered as compared to TR teachers who were more teacher-centered when asked about possible technology uses. PD teachers were fluent in planning and designing but lacked the balanced development demonstrated by the TI and TR teachers. These science teachers’ TPACK were found stayed at the level of “simple adoption.” These findings suggest that teachers’ TPACK-P needs to be developed with an accumulation of contextualized and dynamic experiences during ICT implementation in actual teaching. Explicit demonstrations regarding how ICTs can be used meaningfully to assist science instruction would be needed in teacher education.

原文英語
頁(從 - 到)78-90
頁數13
期刊Journal of Science Education and Technology
24
發行號1
DOIs
出版狀態已發佈 - 2015 一月 1

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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