Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
Tpack Research With Inservice Teachers: Where’S The Tck?, Mark J. Hofer, Judi Harris
Tpack Research With Inservice Teachers: Where’S The Tck?, Mark J. Hofer, Judi Harris
Book Chapters
Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have begun to distinguish teacher knowledge in TPACK’s subdomains, including technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In reviewing this literature, one pattern has become apparent: teachers’ TPK is documented considerably more often than their TCK across studies that have disaggregated results according to these subdomains. This paper reviews the studies that together illustrate this trend, offering potential explanations and suggestions for further investigation.
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Book Chapters
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Articles
How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Empathy As A Crucial Skill For Instructional Coaches: Can It Be Taught?, Carol B. Carter
Empathy As A Crucial Skill For Instructional Coaches: Can It Be Taught?, Carol B. Carter
Dissertations, Theses, and Masters Projects
When a coach empathetically listens to another person's ideas, thoughts, and concerns, the coach communicates that the other person's life is important and meaningful. This may be the most important service that a coach can provide. (Knight, 2007, p.43).;This study explored whether instructional coaches that completed the 20-hour Evocative Coaching model training program, which included specific training in empathy, significantly improved their emotional intelligence (EI). A mixed method design was employed. Quantitative analysis examined gain scores in an identical pretest and posttest measure of EI, using the EQmentor (Justice, 2010). The qualitative portion of the study addressed changes participants perceived …
Relationship Between Teacher Self-Efficacy And Use Of Evidence-Based Practices In Managing Students With Challenging Behaviors, Sheila R. Carr
Relationship Between Teacher Self-Efficacy And Use Of Evidence-Based Practices In Managing Students With Challenging Behaviors, Sheila R. Carr
Dissertations, Theses, and Masters Projects
Given the negative impact of students' challenging behaviors on the learning process, a need exists to gain a more comprehensive understanding of how teachers' beliefs, practices, and knowledge relate to their abilities to effectively manage classroom behaviors. Three-hundred and forty-two (342) public school (PK-12) teachers in a mid-Atlantic state responded to an on-line survey. Data were examined using correlational statistical analysis to measure the relationship between teachers' sense of efficacy (TSE) and use of evidenced-based practices (EBP) in managing students with challenging behaviors, teachers' use of EBP and how they value types/topics of professional development and years of teaching experience. …