TEACHER PROFESSIONAL DEVELOPMENT IN THE PERSPECTIVE OF TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE THEORETICAL FRAMEWORK

Daniel Ginting, Andini Linarsih

Abstract


Teacher development is an ongoing process through which teachers keep growing with their capabilities. They must be adaptive to the demands of changing times and open to self-professional development. Today, teacher development is challenged to develop not only mastery of science and teaching abilities but also technology. In the perspective of Technology Pedagogical Content Knowledge (TPACK), the meeting of these three competence dimensions can be further divided into seven sub-competencies: technological knowledge, pedagogical knowledge, knowledge of course content, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. This paper ends with pedagogic implications for teacher professional development that demands high quality and perceived as valuable.


Keywords


teacher professional development, teacher learning, technology

Full Text:

PDF

References


Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Ecoscience works: Teacher professional development through collaborative curriculum project: An example of TPACK in Maine. TechTrends, 54(6), 36–43.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. DOI:DOI: 10.1016/j.compedu.2010.07.009

Archambault, L. M., & Crippen, K. J. (2009). The preparation and perspective of online K-12 teachers in Nevada. In T. Reeves, & S. Yamashita, Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1836-1841). (pp. 1836-1841). Chesapeake, VA: Association for the Advancement of Computers in Education.

Chai, C. S., Koh, J. H., Tsai, C. C., & Tan, L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193. doi: 10.1016/j.compedu.2011.01.007

Cox, S., & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5 ), 60–69.

Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.

Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth, Instructional design theories and models (Vol. 2, pp. 115-140). Mahwah, NJ: Erlbaum.

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.

Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers and Education, 55(1), 1259–1269.

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Koh, J. H., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist oriented TPACK. Educational Technology & Society, 17(1), 185–196.

Kohen, Z., & Kramarski, B. ((2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38(1), 1–8.

Lee, M. H., & Tsai, C. C. (2010). Exploring teachers perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21.

Linton, J. N. (2012). TPACK as a Framework for collaborative inquiry in the learning commons. Teacher Librarian, 39(6), 25–29.

Lux, N. J., Bangert, A. W., & Whittier, D. B. (2011). The development of an instrument to assess pre-service teacher's technological pedagogical content knowledge. Journal Educational Computing Research, 45(4), 415–431.

Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers & Education, 56(1), 769-780.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers’ college record, 108(6), 1017-1054.

Mitchell, G. (1997). The trainer's handbook: The AMA Guide to effective training (3rd). New York, NY: AMACOM.

Roblyer, M., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson Education.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42 (2), 123–149.

Shin, T. S., Koehler, M. J., Mishra, P., Schmidt, D. A., Baran, E., & Thompson, A. D. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4152–4159). Chesapeake, MD: Society for Information Technology and Teacher Education International Conference.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21.

Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38.

Tsai, C.-C. (2004). Beyond cognitive and metacognitive tools: The use of the internet as an “epistemological” tool for instruction. British Journal of Educational Technology, 35(1), 525-536.




DOI: http://dx.doi.org/10.26418/jvip.v14i1.49334

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Visi Ilmu Pendidikan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published by Universitas Tanjungpura
Jl. Prof. Dr. Hadari Nawawi, Pontianak 78124
Telp: (0561) 740144 Kotak Post 1049

website: http://jurnal.untan.ac.id/index.php/jvip

email: jurnalvisi@untan.ac.id

Creative Commons License
Jurnal Visi Ilmu Pendidikan is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

View My Stats