Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development

Autor/in	Jimoyiannis, Athanassios
Titel	Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development
Quelle	In: Computers & Education, 55 (2010) 3, S.1259-1269 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.05.022
Schlagwörter	Science Teachers; Professional Development; Pedagogical Content Knowledge; Teaching Methods; Inservice Teacher Education; Science Instruction; Teacher Education Curriculum; Program Descriptions; Curriculum Implementation; Models; Program Evaluation; Educational Technology; Electronic Learning; Technology Integration; Instructional Effectiveness; Teacher Attitudes; Teacher Educator Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Programme evaluation; Programmevaluation; Unterrichtsmedien; Unterrichtserfolg; Lehrerverhalten
Abstract	This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10