Options
Understanding and profiling teachers’ technological pedagogical content knowledge development patterns
Citation
Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). Understanding and profiling teachers’ technological pedagogical content knowledge development patterns (Research Brief No. 14-002). National Institute of Education (Singapore). https://hdl.handle.net/10497/16584
Author
Koh, Joyce Hwee Ling
•
Chai, Ching Sing
•
Tay, Lee Yong
Abstract
This study examines how Singapore teachers develop TPACK in course-based and school-based contexts.
The findings indicate that teachers enter ICT courses with different levels of confidence in TPACK and multiple
design opportunities during ICT courses are effective for levelling up teachers’ ICT design competencies. This is especially useful for teachers who were less confident in their TPACK when beginning the course. In a school-based context, Cultural/Institutional factors can potentially divert teachers away from extensive discussion of TPACK during lesson design. The presence of agendas and facilitation of design talk by teachers who are experienced educational technologies can deepen the discussion of TPACK.
Date Issued
2014
Series
Research Brief; 14-002
Description
This brief was based on the project OER 12/10 KHL: Understanding And Profiling Teachers’ Technological Pedagogical Content Knowledge (TPACK) Development Patterns.