职前教师在设计基于tpack的21世纪学习媒体后的观感

Farikhatul Islakhah, S. Ardini, Sugiyanta Sugiyanta
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引用次数: 0

摘要

本研究有三个研究目的。首先,了解职前教师在教学实践中使用基于技术教学内容知识(TPACK)的媒体的感受。第二,探索职前教师在教学中使用的科技内容知识媒体。第三,描述职前教师在实践教学经历中面临的挑战。本研究采用描述性定性方法。本研究对象为25名职前教师。本研究的数据收集采用问卷调查和访谈法。问卷由封闭的问题组成,使用李克特量表来测量参与者对TPACK实施的看法。通过饼状图对问卷的回答进行分析,直观地表示回答的分布。此外,还进行了访谈,以验证问卷的回答,并进一步了解基于tpack的媒体的使用情况。本研究发现职前教师对基于tpack的媒体有正面的认知。他们报告说,实施了基于tpack的学习方法,成功地克服了设计挑战,并观察到学生的参与度和理解力得到了提高。本研究强调职前教师在其教学经验中使用技术含量知识(TCK)的重要性。本研究旨在透过检视TPACK的发展与实际应用,为职前教师专业发展计划的设计提供参考,以提升职前教师的技术教学知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pre-service Teachers’ Perceptions after Designing TPACK-based Media for 21st Century Learning in Practice Teaching Experience
There are three research objectives in this research. First, to find out the pre-service teachers’ perception of using Technological Pedagogical Content Knowledge (TPACK)-based media in their teaching practice. Second, to explore technological content knowledge TCK-based media which pre-service teachers used in their teaching and learning. Third, to describe the challenges that the pre-service teachers face in practice teaching experience. This research used descriptive qualitative method. The subject of this research consists of 25 pre-service teachers. The data of this research were collected by using questionnaires and interviews. The questionnaire consisted of closed-ended questions using a Likert scale to measure participants' perceptions related to TPACK implementation. The responses from the questionnaire were analyzed using pie charts to visually represent the distribution of responses. Additionally, interviews were conducted to validate the questionnaire responses and gain further insights into the use of TPACK-based media. The findings of the study indicated that pre-service teachers held positive perceptions of TPACK-based media. They reported implementing TPACK-based learning approaches, successfully overcoming design challenges, and observing improved student engagement and comprehension. The study underscores the importance of technological content knowledge (TCK) utilized by pre-service teachers during their teaching experience. By examining the development and practical application of TPACK, the research aims to contribute to the design of professional development programs that enhance pre-service teachers' technical pedagogical knowledge.
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