Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge

Autor/inn/en	Fransson, Goran; Holmberg, Jorgen
Titel	Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge
Quelle	In: Studying Teacher Education, 8 (2012) 2, S.193-204 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Student Teachers; Educational Objectives; Knowledge Base for Teaching; Program Effectiveness; Foreign Countries; Pedagogical Content Knowledge; Teacher Educators; Teaching Methods; Program Evaluation; Web 2.0 Technologies; Computer Mediated Communication; Preschool Education; Information Technology; Technological Literacy; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Educational objective; Bildungsziel; Erziehungsziel; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Computerkonferenz; Pre-school education; Vorschulerziehung; Informationstechnologie; Technisches Wissen; Schweden
Abstract	This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10