TPACK in Situ: A Design-Based Approach Supporting Professional Development in Practice

Autor/inn/en	Pareto, Lena; Willermark, Sara
Titel	TPACK in Situ: A Design-Based Approach Supporting Professional Development in Practice
Quelle	In: Journal of Educational Computing Research, 57 (2019) 5, S.1186-1226 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118783180
Schlagwörter	Faculty Development; Pedagogical Content Knowledge; Technological Literacy; Elementary School Teachers; Teaching Methods; Program Descriptions; Technology Integration; Reflective Teaching; Foreign Countries; International Cooperation; Computer Simulation; Instructional Design; Learning Activities; Denmark; Norway; Sweden + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Dänemark; Norwegen; Schweden
Abstract	Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01