Exploring TPACK levels among teachers in British, Irish and Turkish schools

Allbwn ymchwil: Cyfraniad at gynhadleddCrynodeb

30 Wedi eu Llwytho i Lawr (Pure)

Crynodeb

The TPACK framework, which stands for Technological Pedagogical Content Knowledge, was developed to explain the set of knowledge that teachers need to effectively teach their students, integrate technology, and instruct specific subjects. The TPACK framework represents the complex interplay of three primary forms of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). Its initial conception aimed to understand how these different types of knowledge overlap and interact to create a comprehensive understanding of teaching. In-service teachers with higher initial confidence in their TPACK deepened their understanding of the connections between Content Knowledge and TPACK after engaging in ICT lesson design. Conversely, those with lower initial confidence perceived stronger connections between Pedagogical Content Knowledge and TPACK. This differentiation in TPACK development indicates that tailored support is necessary to facilitate teachers' growth in effectively integrating technology into their teaching practices. During the COVID-19 pandemic, the role of TPACK became even more pronounced as educators worldwide faced unprecedented challenges and disruptions in traditional teaching and learning environments. Studies have shown that teachers' attitudes towards using technology pedagogically are positively influenced by their TPACK levels, which can also be reflected in their lesson plans and practical applications. Moreover, the pandemic highlighted significant gaps in the digital readiness of teachers and educational infrastructures, reinforcing the need for comprehensive teacher training programs to improve technological knowledge and ensure effective integration of digital tools in education. Teacher training programs have a strong influence on teachers' digital readiness. In Turkey, Ireland, and the United Kingdom, teacher training encompasses diverse educational systems and methodologies, each influenced by its unique cultural, historical, and socio-economic contexts. These three countries have developed distinctive approaches to preparing educators, aiming to enhance the quality of education and meet the demands of contemporary classrooms. While Turkey, Ireland, and the UK each face unique challenges in their teacher training systems, they share common goals of improving teacher quality, addressing educational inequities, and preparing educators for the future. Continuous reforms, international cooperation, and government initiatives play pivotal roles in shaping the landscape of teacher education in these countries. This study aims to compare teachers’ TPACK levels in Turkey, Ireland, and the UK. For this purpose, a TPACK survey, which has already been adapted to the Turkish context, was chosen. The same survey was administered to teachers in each country. The preliminary results of the study show the general effects of differences in teacher training approaches among Turkey, Ireland, and the UK.
Iaith wreiddiolSaesneg
Tudalennau10
Nifer y tudalennau1
StatwsCyhoeddwyd - 03 Hyd 2024
Digwyddiad17th International Symposium on Computer and Instructional Technologies (ICITS) - Kastamonu, Kastamonu, Twrci
Hyd: 03 Hyd 202405 Hyd 2024
https://icits2024.kastamonu.edu.tr/en/

Cynhadledd

Cynhadledd17th International Symposium on Computer and Instructional Technologies (ICITS)
Gwlad/TiriogaethTwrci
DinasKastamonu
Cyfnod03 Hyd 202405 Hyd 2024
Cyfeiriad rhyngrwyd

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