Expanding Teacher's technological, pedagogical, and content knowledge with funds of knowledge: An exploratory STEM professional development model using video creation workshops

Abstract

Recent initiatives in the Philippines have underscored the significance of 21st-century approaches to preparing K-12 STEM public teachers to embrace technology-enhanced pedagogies. This case study, part of a larger investigation, employed portraiture methodology to examine one science teacher's growth in technological, pedagogical, and content knowledge (TPACK) while integrating students' funds of knowledge (FoK) in a 4-week science video creation workshop. The workshop trained the teacher as a learning doctor to diagnose teaching and learning impediments during pre- to post-video production. Data included the teacher's pre- to post-production video creation experience, reflections, and individual interviews. Findings indicated: (a) a gradual growth from a self-assessed detached TPACK to an expanded TPACK, (b) concrete FoK integration, which served as a bridge to widen the teacher's TPACK, and (c) effective science video creation workshop, viewed through the lens of a science teacher as a learning doctor, offered explicit scaffolding to address teaching and learning impediments during video creation. The findings suggest that science video creation workshops represent an exploratory and innovative model for deliberate professional development (PD) in STEM education, particularly for teachers in rural areas. This model highlights the relevance of research integrating FoK and TPACK and offers a new approach to enhancing teachers' TPACK. The findings have potential implications for advancing PD for rural science teachers in the Philippines and STEM educators in rural areas globally, emphasizing the value of rural schools as centers for relevant pedagogical innovation in STEM education.