Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ángel Jiménez Sierra, Jorge Ortega Iglesias, Antonio Palacios-Rodríguez
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引用次数: 0

Abstract

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.
小学教师的 TPACK 诊断:哥伦比亚加勒比地区的案例研究
大量研究表明,培养数字化教学能力对 21 世纪的学校至关重要。本文研究了技术教学内容知识(TPACK),以深入了解信息和通信技术在教学中的整合。通过评估 TPACK,我们发现了提高教师能力的机会,从而改善学生的学习。本研究评估了哥伦比亚加勒比海地区一所公立学校小学教师的初始 TPACK。八名教师参加了基于课程研究(LS)方法的专业发展项目。采用解释性定性方法和案例研究对 LS 进行操作分析,研究结果表明,教师在自我报告和基于绩效的评估中,都强调了在 PK、CK 和 PCK 领域的高能力。这表明他们有能力选择和调整有效的教学策略。他们在指导学习和理解学术内容方面表现出色,展示了适应学生不同社会经济现实的卓越能力。不过,这些研究结果也凸显了在开发 TPACK 的技术要素(特别是 TK、TPK、TCK、TPCK 和 XK)方面有待改进的地方。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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