TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge
Ayoub Kafyulilo, University of Twente The Netherlands, Netherlands ; Petra Fisser, Joke Voogt, University of Twente, Netherlands
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers participated in a training, design of technology integrated lessons, lesson implementation and reflection with peers. The study utilized a wide range of instruments, such as questionnaires, interview, focus group discussion, observation checklist, and researchers’ logbook. Triangulation of findings from the questionnaire and the observation checklist indicated limited teachers’ knowledge of the technology related components of TPACK before the intervention and enhanced knowledge in all TPACK components after the intervention. Interviews, focus group discussions, reflection questionnaire and the researchers’ logbook provided potential information on the characteristics of design teams that accounted for the development of TPACK.
Kafyulilo, A., Fisser, P. & Voogt, J. (2013). TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4698-4703). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).