Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology

Autor/inn/en	Koehler, Matthew J.; Mishra, Punya; Yahya, Kurnia
Titel	Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology
Quelle	In: Computers & Education, 49 (2007) 3, S.740-762 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2005.11.012
Schlagwörter	Seminars; Faculty Development; Educational Technology; Discourse Analysis; Technology Integration; Online Courses; Pedagogical Content Knowledge; Higher Education; Graduate Students; Instructional Design; College Faculty; Attitude Change; Learning Processes; Teacher Education; Educational Philosophy + Suchen Sie Ihr Suchwort? Seminar; Unterrichtsmedien; Diskursanalyse; Online course; Online-Kurs; Pädagogische Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Attitudinal change; Einstellungsänderung; Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). "Knowledge and teaching: foundations for a new reform." "Harvard Educational Review," 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing "Technological Pedagogical Content Knowledge"--TPCK [Mishra, P., Koehler, M.J., (in press). "Technological pedagogical content knowledge: A new framework for teacher knowledge." Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10