Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

Article

Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2016. "Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge." Education and Information Technologies. 21 (1), pp. 19-34. https://doi.org/10.1007/s10639-013-9306-4
Article Title

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

ERA Journal ID20286
Article CategoryArticle
AuthorsGetenet, Seyum Tekeher (Author), Beswick, Kim (Author) and Callingham, Rosemary (Author)
Journal TitleEducation and Information Technologies
Journal Citation21 (1), pp. 19-34
Number of Pages16
Year2016
Place of PublicationUnited States
ISSN1360-2357
1573-7608
Digital Object Identifier (DOI)https://doi.org/10.1007/s10639-013-9306-4
Web Address (URL)https://link.springer.com/article/10.1007/s10639-013-9306-4
Abstract

In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching
as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.

Keywordsprofessional development; in-service teachers; technological pedagogical; content knowledge
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
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Byline AffiliationsUniversity of Tasmania
Institution of OriginUniversity of Southern Queensland
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