TPACK Model as a Framework for In-Service Teacher Training

Autor/inn/en	Ortiz Colón, Ana María; Izquierdo Rus, Tomás; Rodríguez Moreno, Javier; Agreda Montoro, Miriam
Titel	TPACK Model as a Framework for In-Service Teacher Training
Quelle	In: Contemporary Educational Technology, 15 (2023) 3, S.439 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ortiz Colón, Ana María) ORCID (Izquierdo Rus, Tomás) ORCID (Rodríguez Moreno, Javier) ORCID (Agreda Montoro, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Inservice Teacher Education; Teacher Effectiveness; Teacher Competencies; Teaching Methods; Faculty Development; Teacher Attitudes; Age Differences; Elementary School Teachers; Public School Teachers; Information Technology; Technology Uses in Education; Lifelong Learning + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Life-long learning; Lebenslanges Lernen
Abstract	Research has proven that TPACK model can significantly contribute to teachers' training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01