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How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach

机译:职前英语教师如何在网络会议教学中实施TPACK:一种设计思维方法

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Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept exists in practice remains contentious. To ascertain the nature of TPACK, the present study aimed to understand how six pre-service English teachers enacted various forms of TPACK through design thinking while considering contextual problems that impacted on their web-conferencing teaching over the course of 14 weeks. This study examined the design conversations in which six distance teachers discussed ways to design online teaching materials and activities as well as to solve any contextual problems encountered. Through quantitative content analysis of coded post teaching discussions and qualitative analysis of interviews, it was found that while the teachers' discussions conspicuously displayed an orientation towards Pedagogical Content Knowledge, as opposed to technology-based knowledge, their discussions were particularly not associated with Technological Pedagogical Knowledge. In addition, two contextual factors were found to influence their web-conferencing teaching: technical problems related to sound quality were identified as a micro-level contextual factor while the teachers' concerns about their students' prior knowledge and short attention spans were viewed as a student-centric contextual factor. These findings provide insights into how individual TPACK subdomains were enacted through design thinking that enabled the teachers to overcome contextual problems. The present study contributes to our understanding of how TPACK enactment is mediated by the context, empirically validating TPACK construct in practice through design thinking.
机译:技术教学内容知识(TPACK)是与将技术集成到教学中有关的教师知识结构。但是,这种理论概念在实践中是否存在仍存在争议。为了确定TPACK的性质,本研究旨在了解六名职前英语教师如何通过设计思维来制定各种形式的TPACK,同时考虑在14周内影响到其网络会议教学的上下文问题。这项研究检查了设计对话,其中六位远程教师讨论了设计在线教材和活动以及解决遇到的任何上下文问题的方法。通过对编码后的教学讨论进行定量内容分析和对访谈进行定性分析,发现尽管教师的讨论显着地显示了对教学内容知识的取向,而不是基于技术的知识,但他们的讨论尤其与技术教学无关知识。此外,还发现了两个上下文因素会影响他们的网络会议教学:与音质相关的技术问题被认为是一个微观的上下文因素,而教师对学生的先验知识的关注和较短的注意力跨度则被视为一个问题。以学生为中心的情境因素。这些发现提供了关于如何通过设计思维来制定各个TPACK子域的见解,这些思维使教师能够克服上下文问题。本研究有助于我们理解上下文如何介导TPACK的制定,并通过设计思维从实践上验证TPACK构造。

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