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Article
Publication date: 4 January 2013

Mun Yee Lai and Yin Wah Priscilla Lo‐Fu

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the…

Abstract

Purpose

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

Design/methodology/approach

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

Findings

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

Originality/value

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

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Article
Publication date: 18 May 2012

Makoto Yoshida

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson…

Abstract

Purpose

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.

Design/methodology/approach

In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.

Findings

In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.

Originality/value

The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 2
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 3 August 2017

Matt Bower

This chapter introduces the Technology Pedagogy and Content Knowledge (TPACK) model as it relates to technology-enhanced learning design. The key features of the framework…

Abstract

This chapter introduces the Technology Pedagogy and Content Knowledge (TPACK) model as it relates to technology-enhanced learning design. The key features of the framework are unpacked, along with a brief examination of what TPACK looks like in practice. Approaches to developing TPACK capacity are considered, with learning-by-design emerging as the most promising technique. Issues relating to TPACK are also critically discussed, including those relating to measurement and the capacity of the framework to support educational design practice.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Article
Publication date: 5 March 2018

Jörgen Holmberg, Göran Fransson and Uno Fors

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as…

Abstract

Purpose

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

Design/methodology/approach

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

Findings

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

Research limitations/implications

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

Practical implications

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Originality/value

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 2
Type: Research Article
ISSN: 2056-4880

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Book part
Publication date: 26 October 2015

Maria Teresa Tatto, Michael Rodriguez and Yang Lu

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global…

Abstract

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers’ opportunities to learn to teach? How do these opportunities influence teachers’ pedagogical content knowledge? In this chapter we use data from the IEA’s first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers’ mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential – framing how quality is to be defined and operationalized – when learning to teach.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Book part
Publication date: 24 June 2013

Maher Hashweh

This chapter briefly reviews the research related to the construct of pedagogical content knowledge (PCK) over the past 25 years. Despite the remarkable implications of…

Abstract

This chapter briefly reviews the research related to the construct of pedagogical content knowledge (PCK) over the past 25 years. Despite the remarkable implications of the PCK conceptualization, questions remain concerning the vagueness of the construct and the studies conducted on the PCK research line, questions which may lead to new developments in defining the nature of the conceptualization, its validity, and its utility. However, agreement exists concerning the need to portray specific cases of PCK of successful teaching. The work argues for a need to develop models of teacher learning and professional development that are subject matter specific. The chapter ends with a call for basing professional development on the conceptualization of PCK.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Article
Publication date: 19 November 2018

Sara B. Demoiny

The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the…

Abstract

Purpose

The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework.

Design/methodology/approach

The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations.

Findings

The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers.

Originality/value

This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.

Details

Social Studies Research and Practice, vol. 13 no. 3
Type: Research Article
ISSN: 1933-5415

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Book part
Publication date: 7 October 2015

Shawn Michael Bullock

This chapter is the result of an interest in the professional and research literature exploring the intersection between education and digital technology. Decades of…

Abstract

Purpose

This chapter is the result of an interest in the professional and research literature exploring the intersection between education and digital technology. Decades of research and press have largely focused on the ways in which particular devices might be productively used in the K-12 classroom. Educational radio, educational television, the computer, and more recently the tablet have all been framed as being valuable for supporting student learning. Critics such as Neil Selwyn have argued that research in educational technology needs to focus less on supporting particular devices and more on the nature of social interactions that are mediated, constrained, and enabled by various technological affordances.

Methodology/approach

This chapter reviews four theoretical frameworks in terms of their approach the social nature of the use of technology in education.

Findings

The chapter introduces a number of conceptual frameworks that are helpful for considering the social implications of using digital technologies to support the needs of diverse learners in a teacher education classroom.

Research implications

Scholars, especially who are also teacher educators can consider using and developing frameworks that are more robust for thinking about digital learning in education.

Originality/value

The value in this chapter lies in the critical conceptions explored and interrogated. The author demonstrates the complexity of teacher knowledge overlaid with technology.

Details

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

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Book part
Publication date: 6 February 2013

Christa L. Wilkin, Cristina Rubino, Deone Zell and Lois M. Shelton

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using…

Abstract

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

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Article
Publication date: 31 July 2019

Semila Fernandes, Pooja Gupta and V.V. Ajith Kumar

The purpose of this paper is to measure the academic motives of faculty in higher education to understand the pattern of relationships between work motivation scale (WMS…

Abstract

Purpose

The purpose of this paper is to measure the academic motives of faculty in higher education to understand the pattern of relationships between work motivation scale (WMS) and technological pedagogical content knowledge (TPACK).

Design/methodology/approach

The research adopts regression analysis to help model the data collected from 63 faculty members from India. The empirical study investigated the relationship of intrinsic motivation (IntrM), integrated motivation (InteM), identified motivation (IdenM), introjected motivation (IntrjM), external regulation motivation (ExtR) and amotivation (Amot) with each of technological knowledge (TK), (pedagogical knowledge (PK), content knowledge (CK) and TPACK.

Findings

Optimal functioning among faculty was due to “InteM” followed by “IntrM” and “IdenM” that yielded most positive consequence (mean values>3.9). “ExtR” and “Amot” were the negative outcomes that would be counterproductive and result in employee dejection (Mean values<3.1). The results proved that all TPACK variables were positively related to “IntrM” – a self-determined motivation. Additionally, “TK” and “PK’ were positively related to “IntrjM” – a behavior that is regulated by self-esteem and self-worth; “TPACK” depicted positive relationship with “IntrjM” and negative correlation with “IdenM.”

Research limitations/implications

The study supported the fact that TPACK and WMS when analyzed together can create better engagement models among the faculty for an enriching learner experience interaction. Furthermore, it would help identify specific strategies on teacher development training programs through the integration of technology.

Originality/value

The study is original and seeks to inspect the relationship between TPACK and WMS among faculty of higher education in Indian business schools.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

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