Teachers' training models
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About This Presentation
Modals of Language Teachers Education
Wallace provided an overview of the history of language teacher education, discussing three models; the craft model, applied science model and the reflective model. Each of these reflects both the process of learning and the ways in which the knowledge base w...
Slide Content
YarmoukUniversity
Faculty of Education
Department of Curriculum
and Instructions
Seminar of
Teachers Training
(Course 723)
First Semester
2019-2020
1
Faculty of Education
Department of Curriculum
and Instructions
Seminar of
Teachers Training
(Course 723)
First Semester
2019-2020
1
Presented by:
Prof. Dina Abdulhameed
Al-Jamal
With
Ph.DStudents
1)MuntherIbraheemAl-Magableh
2)Ra'edMohammad Al-Musili
3)IzzeldeenAbdulsalamAl-Rbehat
4)KhaldounAli Al-Janaydeh
5)AudaiAbdulatifAbabneh
6)HadeelSalehKhamaiseh
7)NisreenNazmiAl-Shalabi
8)Ghazi AbdalazizAlawneh
9)ShadenRislanBaniYaseen
10)SherinAdnanOkour
2
Prof. Dina Abdulhameed
Al-Jamal
With
Ph.DStudents
1)MuntherIbraheemAl-Magableh
2)Ra'edMohammad Al-Musili
3)IzzeldeenAbdulsalamAl-Rbehat
4)KhaldounAli Al-Janaydeh
5)AudaiAbdulatifAbabneh
6)HadeelSalehKhamaiseh
7)NisreenNazmiAl-Shalabi
8)Ghazi AbdalazizAlawneh
9)ShadenRislanBaniYaseen
10)SherinAdnanOkour
2
Introduction …………… ..………..... 4
An Overview ………………………… 6
The Craft Model ……………………… .. 8
Applied Science Model …………… … .. 9
Reflective Model ……………………… ...10
TPACK Model …………………………… 11
Craft Model ………………… .….. ...12
Definition ……………………………… ...15
A short story …………………………… 19
An Overview …………………………… . 22
Basic Assumptions ………………… .….32
Merits …………………………………… . 38
Demerits ………………………………… 40
Associated Studies …………… ..…..… 42
Applied Science Model ………… .. 65
Definition ……………………………… . .40
Background …………………………… .. 68
Basic Assumptions………………… ..….74
Merits…………………… ...…………..….78
Demerits ….……………………… ..…… 79
Conclusion ………………………… ..……………… 85
References ………………………… .……………… . 88
Reflective Model …………………………… 90
Definition ……………………………………… .…… 91
History of Reflective Model ................................94
Reflection Models …………............................. 102
Characteristics of Reflective Model ………… ....105
Characteristics of teachers ………………… ..…. 106
Characteristics ………. ……………………… ..…..109
Associated Studies ………………………… ..….... 111
Merits …………………………………………… .….. 114
Demerits ………………………………………… ..…115
Conclusion………………………………………… .. 116
References …………………………………… ...….. 117
TPACK Model…………………………… .… 118
Definition of TPACK ……………………… .….….121
History of TPACK ……………………………… .… 122
Forms of TPACK …………………………… ..…... 124
Impact of TPACK ………………………………… . 128
From theory to practice ………………… .……... 129
Teacher’s role …………………………………… . .133
Merits ……………………………………………… . .136
Demerits …………………………………… .…….. .138
Associated Studies ………………………… ..…… 141
References …………………………………… .…… 147
3
An Overview ………………………… 6
The Craft Model ……………………… .. 8
Applied Science Model …………… … .. 9
Reflective Model ……………………… ...10
TPACK Model …………………………… 11
Craft Model ………………… .….. ...12
Definition ……………………………… ...15
A short story …………………………… 19
An Overview …………………………… . 22
Basic Assumptions ………………… .….32
Merits …………………………………… . 38
Demerits ………………………………… 40
Associated Studies …………… ..…..… 42
Applied Science Model ………… .. 65
Definition ……………………………… . .40
Background …………………………… .. 68
Basic Assumptions………………… ..….74
Merits…………………… ...…………..….78
Demerits ….……………………… ..…… 79
Conclusion ………………………… ..……………… 85
References ………………………… .……………… . 88
Reflective Model …………………………… 90
Definition ……………………………………… .…… 91
History of Reflective Model ................................94
Reflection Models …………............................. 102
Characteristics of Reflective Model ………… ....105
Characteristics of teachers ………………… ..…. 106
Characteristics ………. ……………………… ..…..109
Associated Studies ………………………… ..….... 111
Merits …………………………………………… .….. 114
Demerits ………………………………………… ..…115
Conclusion………………………………………… .. 116
References …………………………………… ...….. 117
TPACK Model…………………………… .… 118
Definition of TPACK ……………………… .….….121
History of TPACK ……………………………… .… 122
Forms of TPACK …………………………… ..…... 124
Impact of TPACK ………………………………… . 128
From theory to practice ………………… .……... 129
Teacher’s role …………………………………… . .133
Merits ……………………………………………… . .136
Demerits …………………………………… .…….. .138
Associated Studies ………………………… ..…… 141
References …………………………………… .…… 147
3
There is no doubt that professional development is
important to any organization in general and to Educational
system in particular. Teachers are the greatest assets of any
education system; they stand in the interface of the
transmission of new generations through various knowledge,
skills and values. Teacher education plays a vital role in
reforming and strengthening the education system of any
country. Training of teachers has emerging global trends in
education and the overall needs and aspirations of the people.
4
important to any organization in general and to Educational
system in particular. Teachers are the greatest assets of any
education system; they stand in the interface of the
transmission of new generations through various knowledge,
skills and values. Teacher education plays a vital role in
reforming and strengthening the education system of any
country. Training of teachers has emerging global trends in
education and the overall needs and aspirations of the people.
4
The Quality of education depends on the quality of teachers
and teaching. The way teachers are trained is an important
aspect to improve their quality. No matter how good pre-
service training for teachers is it cannot be expected to
prepare teachers for all the challenges they will face
throughout their careers. Education systems therefore seek to
provide teachers with opportunities for in-service professional
development in order to maintain a high standard of teaching
and to retain a high-quality teacher workforce
5
and teaching. The way teachers are trained is an important
aspect to improve their quality. No matter how good pre-
service training for teachers is it cannot be expected to
prepare teachers for all the challenges they will face
throughout their careers. Education systems therefore seek to
provide teachers with opportunities for in-service professional
development in order to maintain a high standard of teaching
and to retain a high-quality teacher workforce
5
Modals of Language Teachers Education
Wallace provided an overview of the history of language
teacher education, discussing three models; the craft model,
applied science model and the reflective model. Each of these
reflects both the process of learning and the ways in which
the knowledge base was conceptualized for teacher education
(Pre-service and In-service programs).
Furthermore, we have a new application of the Technology,
Pedagogy, and Content Knowledge (TPACK) framework. It’s a
model of the knowledge required for effective teaching.
6
Wallace provided an overview of the history of language
teacher education, discussing three models; the craft model,
applied science model and the reflective model. Each of these
reflects both the process of learning and the ways in which
the knowledge base was conceptualized for teacher education
(Pre-service and In-service programs).
Furthermore, we have a new application of the Technology,
Pedagogy, and Content Knowledge (TPACK) framework. It’s a
model of the knowledge required for effective teaching.
6
The Craft Model is the oldest form of professional
education and is still used today in ESL teacher education,
albeit rather limitedly. Its conceptual basis, however, is widely
utilized in practicum courses in which students work with
classroom teachers, often called cooperating teachers. The
basic assumptions underlying this model are as follows. In its
most basic form, Craft Model consists of the trainee or
beginner working closely with the expert teacher. The
practitioner is supposed to learn by imitating all the teaching
techniques used by the experienced teacher. Knowledge is
acquired as a result of observation, instruction, and practice.
7
education and is still used today in ESL teacher education,
albeit rather limitedly. Its conceptual basis, however, is widely
utilized in practicum courses in which students work with
classroom teachers, often called cooperating teachers. The
basic assumptions underlying this model are as follows. In its
most basic form, Craft Model consists of the trainee or
beginner working closely with the expert teacher. The
practitioner is supposed to learn by imitating all the teaching
techniques used by the experienced teacher. Knowledge is
acquired as a result of observation, instruction, and practice.
7
The Applied Science Model put forward byMichael J.
Wallacein 1991. The model derives its authority from the
achievements of empirical science. The Applied Science Model
is based on the following assumptions: Teaching is a science
and as such can be examined rationally and objectively.
Teachers learn to be teachers by being taught research-based
theories. These theories are being conveyed to the students
only by those who are considered to be the experts in the
particular field. Teachers are said to be educated when they
become proficient enough to apply these theories in practice.
8
Wallacein 1991. The model derives its authority from the
achievements of empirical science. The Applied Science Model
is based on the following assumptions: Teaching is a science
and as such can be examined rationally and objectively.
Teachers learn to be teachers by being taught research-based
theories. These theories are being conveyed to the students
only by those who are considered to be the experts in the
particular field. Teachers are said to be educated when they
become proficient enough to apply these theories in practice.
8
The Reflective Model: Reflective practice has become a
dominant paradigm in language teacher education research
and programs worldwide. But it is not an innovation in
teaching. It has its roots in the work of a number of
educational theorists and practitioners. The Reflective Model
is based on the assumption that teachers develop professional
competence through reflecting on their own practice. In other
words, a teaching experience is recalled and considered to
reach an evaluation and to provide input into future planning
and action
9
dominant paradigm in language teacher education research
and programs worldwide. But it is not an innovation in
teaching. It has its roots in the work of a number of
educational theorists and practitioners. The Reflective Model
is based on the assumption that teachers develop professional
competence through reflecting on their own practice. In other
words, a teaching experience is recalled and considered to
reach an evaluation and to provide input into future planning
and action
9
TPACKis a technology integration framework that
identifies three types of knowledgeinstructors need to
combine forsuccessfuleducation. The TPACK framework was
introduced by Punya Mishra and Matthew J. Koehlerof
Michigan State University in 2006. They identified three
primary forms of knowledge: Content Knowledge (CK),
Pedagogical Knowledge (PK), and Technological Knowledge
(TK). TPACKis an essential part of the education system today
as it incorporates the growing demand on the use of
technology in the classroom as well as continuing the focus
on the content and how we teach it.
10
identifies three types of knowledgeinstructors need to
combine forsuccessfuleducation. The TPACK framework was
introduced by Punya Mishra and Matthew J. Koehlerof
Michigan State University in 2006. They identified three
primary forms of knowledge: Content Knowledge (CK),
Pedagogical Knowledge (PK), and Technological Knowledge
(TK). TPACKis an essential part of the education system today
as it incorporates the growing demand on the use of
technology in the classroom as well as continuing the focus
on the content and how we teach it.
10
We will shed light in this presentation about
various components of these four different
models of teacher education and development
that suggest different pedagogical learning
highlighting overviews , procedures, aspects of
merits and demerits for each model.
11
various components of these four different
models of teacher education and development
that suggest different pedagogical learning
highlighting overviews , procedures, aspects of
merits and demerits for each model.
11
12
13
The most common role a teacher plays in the
classroom is to teach knowledge to children.
Teachers also play a vital role in the classroom
when it comes to the environment.
14
classroom is to teach knowledge to children.
Teachers also play a vital role in the classroom
when it comes to the environment.
14
Definition:
It is the traditional knowledge transmission approach to training
learn where novice teacher develop or enhance their performance
through observing and imitating an expert teacher. The process of
this model relies on the wisdom of the profession resides in an
experienced professional practitioner where the young trainee
learn by imitate the expert's techniques and by following the
expert's instructions and advices
15
It is the traditional knowledge transmission approach to training
learn where novice teacher develop or enhance their performance
through observing and imitating an expert teacher. The process of
this model relies on the wisdom of the profession resides in an
experienced professional practitioner where the young trainee
learn by imitate the expert's techniques and by following the
expert's instructions and advices
15
The categories of knowledge in this
model:
-Pedagogical knowledge
-Content knowledge
16
model:
-Pedagogical knowledge
-Content knowledge
16
Craft : Is an activity that involves making something
in a skillful way or a job that requires special skills.
The Craft Model is the oldest form of professional
education, and it is still used today in ESL/EFL
teacher education limitedly.
17
in a skillful way or a job that requires special skills.
The Craft Model is the oldest form of professional
education, and it is still used today in ESL/EFL
teacher education limitedly.
17
18
A short story
Ali Jaber is a student at Faculty of Education. He is in the last year and he has practicum courses
in which students work with a classroom teacher. He is an enthusiastic and an energetic student.
He works and studies hard to be a distinguished teacher after he graduates. Therefore, he needs
to do this training course of teaching methodology in one of the public schools as a cooperative
teacher with an experienced, skilled and up-to-date teacher. Ali decided to work with Saleh
Hussein who works at Al-Salam School in Irbid. Saleh is an excellent teacher. He took many
training courses and did many workshops in pedagogy.
19
Ali Jaber is a student at Faculty of Education. He is in the last year and he has practicum courses
in which students work with a classroom teacher. He is an enthusiastic and an energetic student.
He works and studies hard to be a distinguished teacher after he graduates. Therefore, he needs
to do this training course of teaching methodology in one of the public schools as a cooperative
teacher with an experienced, skilled and up-to-date teacher. Ali decided to work with Saleh
Hussein who works at Al-Salam School in Irbid. Saleh is an excellent teacher. He took many
training courses and did many workshops in pedagogy.
19
Ali begins attending classes with Saleh, observing what he is doing in
the class, taking notes, following Selah's instructions in the classroom,
and applying exactly what he did and used with the students. Saleh did
not let Ali use or apply any teaching technique which Saleh did not use
in the classroom. Saleh wants him only to follow and parrot (imitate)
his pedagogical teaching methods to avoid any unexpected pitfalls.
Ali finished his training course with Saleh after three months and he
feels that he has got a great experiential knowledge in teaching
methodology. He thinks that he will be a good teacher like Saleh.
20
the class, taking notes, following Selah's instructions in the classroom,
and applying exactly what he did and used with the students. Saleh did
not let Ali use or apply any teaching technique which Saleh did not use
in the classroom. Saleh wants him only to follow and parrot (imitate)
his pedagogical teaching methods to avoid any unexpected pitfalls.
Ali finished his training course with Saleh after three months and he
feels that he has got a great experiential knowledge in teaching
methodology. He thinks that he will be a good teacher like Saleh.
20
1-What are the main characteristics of Selah's model of teacher training?
2-How does Ali learn from Saleh?
3-Do you think Saleh is a professional teacher? Why? Why not?
4-Do you expect Ali to be a professional teacher? Why? Why not?
5-Describe the main characteristics of Ali and Saleh.
21
2-How does Ali learn from Saleh?
3-Do you think Saleh is a professional teacher? Why? Why not?
4-Do you expect Ali to be a professional teacher? Why? Why not?
5-Describe the main characteristics of Ali and Saleh.
21
Overview
22
22
The craft metaphor, as a modelwas put forward byMichael J. Wallacein 1991, for building new
teacher education programs is being studied by policy makers such as Fullan , Connelly, Heller
and Watson(1987).
The underlying educational philosophy of such craft notions imply conceptions of training and
skill acquisition. They included ideas of production and a belief that teaching skills can be
predetermined. Teachers are seen as executors or delivers of codified effective teaching
principles.
In its most basic form, the Craft Model consists of the trainee or beginner working closely with
the expert teacher. The practitioner is supposed to learn by imitating all the teaching techniques
used by the experienced teacher. Knowledge is acquired as a result of observation, instruction
and practice.
23
teacher education programs is being studied by policy makers such as Fullan , Connelly, Heller
and Watson(1987).
The underlying educational philosophy of such craft notions imply conceptions of training and
skill acquisition. They included ideas of production and a belief that teaching skills can be
predetermined. Teachers are seen as executors or delivers of codified effective teaching
principles.
In its most basic form, the Craft Model consists of the trainee or beginner working closely with
the expert teacher. The practitioner is supposed to learn by imitating all the teaching techniques
used by the experienced teacher. Knowledge is acquired as a result of observation, instruction
and practice.
23
Craft : Is an activity that involves making something in a skillful way or a job that requires special
skills.
Hoban, (2002) defines the craft of teaching as “… a repertoire of skills or
competencies that are accrued over time” (p. 10).
The Craft Model is the oldest form of professional education and is still
used today in ESL/EFL teacher education. Its conceptual basis, however,
is widely utilized in practicum coursesin which students work with
classroom teachers, often called cooperating teachers. The wisdom of the
profession resides in an experienced professional practitioner. The
practitioner is someone who is an expert in the practice of the Craft.
24
skills.
Hoban, (2002) defines the craft of teaching as “… a repertoire of skills or
competencies that are accrued over time” (p. 10).
The Craft Model is the oldest form of professional education and is still
used today in ESL/EFL teacher education. Its conceptual basis, however,
is widely utilized in practicum coursesin which students work with
classroom teachers, often called cooperating teachers. The wisdom of the
profession resides in an experienced professional practitioner. The
practitioner is someone who is an expert in the practice of the Craft.
24
The underlying educational philosophy of such craft notions imply
conceptions of training and skill acquisition. They includes ideas of
production and belief that teaching skills can be predetermined.
Teachers are seen as executors or delivers of codified effective teaching principles.
25
conceptions of training and skill acquisition. They includes ideas of
production and belief that teaching skills can be predetermined.
Teachers are seen as executors or delivers of codified effective teaching principles.
25
How do trainees acquire knowledge in the Craft Model ?
26
26
a) Observation and practice.
b) Observation and instruction.
c) Observation , instruction and practice.
27
b) Observation and instruction.
c) Observation , instruction and practice.
27
Generally, the Craft Model consists of a trainee or a beginner working
closely with an expert teacher. The practitioner is supposed to learn by
imitating all teaching techniques, all principles of classroom
managements, and all methods of assessment used by the experienced
teacher.
Knowledge is acquired/ absorbed as a result of observation, instructions and practice.
28
closely with an expert teacher. The practitioner is supposed to learn by
imitating all teaching techniques, all principles of classroom
managements, and all methods of assessment used by the experienced
teacher.
Knowledge is acquired/ absorbed as a result of observation, instructions and practice.
28
Practice
Professional
competence
Study with master
practitioner \
demonstrational
instruction
29
Professional
competence
Study with master
practitioner \
demonstrational
instruction
29
What is/ are the other name (s) of the Craft Model ?
30
30
Another name of the Craft Model is " sitting with Nellie". Nellie was
an experienced worker who had been doing routine tasks for years.
It is also called the Apprentice-Expert Model.
31
an experienced worker who had been doing routine tasks for years.
It is also called the Apprentice-Expert Model.
31
Basicassumptions
32
32
-Follow exactly your GUIDE!
-Do not think alone!
-Hush and listen …….look at your GUIDE how he does it
-It is a craft! It needs professional work.
-Teaching is easy if you apply what you have already
observed.
-It is matter of an “imitative not creative” model.
-Knowledge is experiential.
33
-Do not think alone!
-Hush and listen …….look at your GUIDE how he does it
-It is a craft! It needs professional work.
-Teaching is easy if you apply what you have already
observed.
-It is matter of an “imitative not creative” model.
-Knowledge is experiential.
33
-In its most basic form, Craft Model consists of the trainee and the expert
teacher.
-Imitating is a crucial element during the teaching process.
-The basic elements are : Observation , Instruction ,and Practice.
34
teacher.
-Imitating is a crucial element during the teaching process.
-The basic elements are : Observation , Instruction ,and Practice.
34
How can students teachers learn?
The master teacher told the students what to do, showed them how to do it,
and the students imitated the master.
Another name of the Craft Model was " Sitting with Nellie ". Nelliewas an
experienced worker who had been doing routine tasks for many years.
35
The master teacher told the students what to do, showed them how to do it,
and the students imitated the master.
Another name of the Craft Model was " Sitting with Nellie ". Nelliewas an
experienced worker who had been doing routine tasks for many years.
35
How does student-teacher learn ?
36
36
The master teacher tells the trainees what to do, how to do it and
when to do it. The trainees imitate and follow the master
teacher’s instructions.
37
when to do it. The trainees imitate and follow the master
teacher’s instructions.
37
M
E
R
I
T
S
38
E
R
I
T
S
38
The positive sides of this Model are as follows:
1-The Craft Model allows the practitioners to develop their experiential knowledge, since the
primary responsibilities of the learner are in the classroom.
2-In comparison with other training models, the Craft Model is a fast training model for ESL /
EFL teachers.
39
1-The Craft Model allows the practitioners to develop their experiential knowledge, since the
primary responsibilities of the learner are in the classroom.
2-In comparison with other training models, the Craft Model is a fast training model for ESL /
EFL teachers.
39
Demerits
40
40
This model of ESL teacher education program suffers from several
shortcomings:
1-The most relevant strategies of training are provided by experts, thus the student-teachers
play a passive role.
2-The Craft Model is essentially conservative. It does not account for any kind of change. It
depends merely on imitation.
3-It does not handle the relevant scientific knowledge.
4-In this model, there is no scope for developing one’s creativity since it does not allow
suggesting new theories
41
shortcomings:
1-The most relevant strategies of training are provided by experts, thus the student-teachers
play a passive role.
2-The Craft Model is essentially conservative. It does not account for any kind of change. It
depends merely on imitation.
3-It does not handle the relevant scientific knowledge.
4-In this model, there is no scope for developing one’s creativity since it does not allow
suggesting new theories
41
Study (1):
Teachers’ craft knowledge and curriculum innovation in higher
engineering education
JAN H. VAN DRIEL1, NICO VERLOOP1, H. INGE VAN WERVEN2 & HETTY DEKKERS3
1ICLON Graduate School of Education, Leiden University, The Netherlands;
2
Rijswijk
Institute of Technology (RITE), The Netherlands;
3
Institute for Applied Social Sciences (ITS),
Nijmegen University, The Netherlands
Higher Education 34: 105–122, 1997.
c 1997 Kluwer Academic Publishers. Printed in the Netherlands.
42
Teachers’ craft knowledge and curriculum innovation in higher
engineering education
JAN H. VAN DRIEL1, NICO VERLOOP1, H. INGE VAN WERVEN2 & HETTY DEKKERS3
1ICLON Graduate School of Education, Leiden University, The Netherlands;
2
Rijswijk
Institute of Technology (RITE), The Netherlands;
3
Institute for Applied Social Sciences (ITS),
Nijmegen University, The Netherlands
Higher Education 34: 105–122, 1997.
c 1997 Kluwer Academic Publishers. Printed in the Netherlands.
42
The purpose of the study:
The study was aimed at investigating the craft
knowledge of the teachers involved in the
innovation project to reveal the teachers’ strong
commitment to student learning. At the same
time, to identify misconceptions about a
student-centered teaching approach.
43
The study was aimed at investigating the craft
knowledge of the teachers involved in the
innovation project to reveal the teachers’ strong
commitment to student learning. At the same
time, to identify misconceptions about a
student-centered teaching approach.
43
The tools of the study:
The researchers used the questionnaire and
interview tools to collect the data. Sixty teachers
participated in this study, all teaching first-year
courses. They chose to interview the teachers in
small groups, with one of the researchers acting as
interviewer. Over a period of 3 weeks.
44
The researchers used the questionnaire and
interview tools to collect the data. Sixty teachers
participated in this study, all teaching first-year
courses. They chose to interview the teachers in
small groups, with one of the researchers acting as
interviewer. Over a period of 3 weeks.
44
A Summary of the study:
Curriculum innovation can hardly be successful unless
teachers’ conceptions and beliefs about teaching and learning
are taken into account.
In this article, a craft knowledge perspective is adopted which
relates teachers’ conceptions and beliefs to their teaching
practice, acknowledging contextual and cultural aspects of
this practice. A study is described into the craft knowledge of
teachers of first-year courses in higher engineering
education, involved in a curriculum innovation project.
45
Curriculum innovation can hardly be successful unless
teachers’ conceptions and beliefs about teaching and learning
are taken into account.
In this article, a craft knowledge perspective is adopted which
relates teachers’ conceptions and beliefs to their teaching
practice, acknowledging contextual and cultural aspects of
this practice. A study is described into the craft knowledge of
teachers of first-year courses in higher engineering
education, involved in a curriculum innovation project.
45
The results of the study seriously affected the course of the
innovation project where adjustments of the innovation
plans were deemed necessary in order to acknowledge
teachers’ motivation and dedication.
The study provided a basis for the design of specific
interventions aimed at developing teachers’ conceptions.
Craft knowledge provided a general framework for the
interpretation of teachers’ conceptions and beliefs in the
context of educational evaluation.
46
innovation project where adjustments of the innovation
plans were deemed necessary in order to acknowledge
teachers’ motivation and dedication.
The study provided a basis for the design of specific
interventions aimed at developing teachers’ conceptions.
Craft knowledge provided a general framework for the
interpretation of teachers’ conceptions and beliefs in the
context of educational evaluation.
46
Study (2):
BellaterraJournal of Teaching & Learning Language & Literature Vol. 4(1), Jan-Feb 2011, 1-16
Educating Foreign Language Primary School Teachers:
A Review of Models of Teacher Education and New Proposal
JesúsAlirioBastidasArteaga
Universidad de Nariño, Pasto, Nariño, Colombia
47
BellaterraJournal of Teaching & Learning Language & Literature Vol. 4(1), Jan-Feb 2011, 1-16
Educating Foreign Language Primary School Teachers:
A Review of Models of Teacher Education and New Proposal
JesúsAlirioBastidasArteaga
Universidad de Nariño, Pasto, Nariño, Colombia
47
Summary of this research
Various authors have referred to models for preparing professionals in general
disciplines, specifically, the preparation of teachers. For example, Wallace (1991) refers
to three models: the craft model, the applied science model, and the reflective model.
Craft modelsare based on the concept that knowledge and experience rest in the
hands of the experts or professionals, and they are transmitted and demonstrated to
learners, so that they observe, imitate, repeat and learn.
The introduction of a FL in primary schools motivated some authors to design and
propose more specific teaching models or frameworks to prepare FL educators, which
have been based on the general models presented above. Nevertheless, a question
arose: What kind of teacher preparation should these programs include in order to
qualify the teachers to fulfill the aims of the new policy? (Craft model)
48
Various authors have referred to models for preparing professionals in general
disciplines, specifically, the preparation of teachers. For example, Wallace (1991) refers
to three models: the craft model, the applied science model, and the reflective model.
Craft modelsare based on the concept that knowledge and experience rest in the
hands of the experts or professionals, and they are transmitted and demonstrated to
learners, so that they observe, imitate, repeat and learn.
The introduction of a FL in primary schools motivated some authors to design and
propose more specific teaching models or frameworks to prepare FL educators, which
have been based on the general models presented above. Nevertheless, a question
arose: What kind of teacher preparation should these programs include in order to
qualify the teachers to fulfill the aims of the new policy? (Craft model)
48
Conclusions
Starting from the need generated by the requirement of introducing the teaching
of FL in primary school since the 1980’s in Europe and the 1990’s in Latin America,
some models to prepare professionals in Education and in FL teaching have been
briefly analyzed.
Finally, in this model due to the fact that the object and participants of research
are localized in schools. This way, theoreticians, experts, pre-service teachers and
primary school teachers will share knowledge and experience in order to form
communities of practice and research, which will become the source of learning for the
participants. The model proposed in this article is under construction and
development; that is, it is open to question and betterment. Once the model is
designed according to curricular guidelines, it can be put into practice to be validated
through experimentation and evaluation.
49
Starting from the need generated by the requirement of introducing the teaching
of FL in primary school since the 1980’s in Europe and the 1990’s in Latin America,
some models to prepare professionals in Education and in FL teaching have been
briefly analyzed.
Finally, in this model due to the fact that the object and participants of research
are localized in schools. This way, theoreticians, experts, pre-service teachers and
primary school teachers will share knowledge and experience in order to form
communities of practice and research, which will become the source of learning for the
participants. The model proposed in this article is under construction and
development; that is, it is open to question and betterment. Once the model is
designed according to curricular guidelines, it can be put into practice to be validated
through experimentation and evaluation.
49
Study 3
Designing connected learning: emerging learning systems in a craft teacher education course
Design and Technology Education: An International Journal
Henrikka Vartiaien, University of Eastern Finland, Finland
Sinikka Pöllänen, University of Eastern Finland, Finland
Anu Liljeström, University of Eastern Finland, Finland
Petteri Vanninen, University of Eastern Finland, Finland
Jorma Enkenberg, University of Eastern Finland, Finland
50
Designing connected learning: emerging learning systems in a craft teacher education course
Design and Technology Education: An International Journal
Henrikka Vartiaien, University of Eastern Finland, Finland
Sinikka Pöllänen, University of Eastern Finland, Finland
Anu Liljeström, University of Eastern Finland, Finland
Petteri Vanninen, University of Eastern Finland, Finland
Jorma Enkenberg, University of Eastern Finland, Finland
50
This study aims to apply learning by
collaborative designing (LCD) as an
instructional model for the creation and
studying of new kinds of connected learning
systems in teacher education..
51
collaborative designing (LCD) as an
instructional model for the creation and
studying of new kinds of connected learning
systems in teacher education..
51
A case study was organized at the University of Eastern
Finland in the context of an information and
communication technology (ICT) course aimed at craft
student teachers’ (N=13). A qualitative content analysis
was used to describe the kind of learning systems that
Collaboratively designed an extended network of people,
emerged when the students objects, and tools for their own
learning and teaching.
52
Finland in the context of an information and
communication technology (ICT) course aimed at craft
student teachers’ (N=13). A qualitative content analysis
was used to describe the kind of learning systems that
Collaboratively designed an extended network of people,
emerged when the students objects, and tools for their own
learning and teaching.
52
The results reveal that the student teams were active in
designing and self-organizing the learning environment in the
pursuit of shared object, and in using diverse tools and
technologies for thinking and for collecting, organizing and
sharing information. Implications for designing connected
learning and teaching across spaces and communities are also
discussed.
53
designing and self-organizing the learning environment in the
pursuit of shared object, and in using diverse tools and
technologies for thinking and for collecting, organizing and
sharing information. Implications for designing connected
learning and teaching across spaces and communities are also
discussed.
53
Teaching is ………… .
a-craft?
b-science?
54
a-craft?
b-science?
54
1-Teaching as a science is : Testable , reproducible , explanatory , predictive and tentative .
2-Teaching as a craft is goal-oriented , structured, consists of a process and a product , skill
building and depends on thinking relating and coordinating.
55
2-Teaching as a craft is goal-oriented , structured, consists of a process and a product , skill
building and depends on thinking relating and coordinating.
55
True or False :
1-The Craft Model is the oldest model of teacher education. { T \F}
2-In the Craft Model, a trainee works closely with an expert teacher. { T\F}
3-The Craft Model is considered a dynamic training model. { T \F}
4-This model develops trainees’ received knowledge. { T\F}
5-In this model, the trainee has a creative role in the classroom. { T\F}
56
1-The Craft Model is the oldest model of teacher education. { T \F}
2-In the Craft Model, a trainee works closely with an expert teacher. { T\F}
3-The Craft Model is considered a dynamic training model. { T \F}
4-This model develops trainees’ received knowledge. { T\F}
5-In this model, the trainee has a creative role in the classroom. { T\F}
56
References
Bastidas, J. A. (1991). ‘EFL’in the Colombian high schools: From ivory tower to the poorest high
school. Lecture presented in the 26th Annual National ASOCOPI Convention. Santafé de Bogotá, D.
C. October 11-14.
Bastidas, J. A. (1992a) English in primary school: Pros and cons of the new Colombian law. Lecture
presented at the 27th ASOCOPI Convention. Universidad del Valle, Cali, Colombia.
Bastidas, J. A. (1992b) Propuesta de licenciatura en Educación Básica: Area Inglés.
Bastidas, J. A. (1993) Licenciatura en Educación Básica: Area Inglés. Propuesta aprobada por los
Consejos Académico y Superior mediante acuerdo No. 158 de noviembre 25 de 1993. Pasto:
Universidad de Nariño.
57
Bastidas, J. A. (1991). ‘EFL’in the Colombian high schools: From ivory tower to the poorest high
school. Lecture presented in the 26th Annual National ASOCOPI Convention. Santafé de Bogotá, D.
C. October 11-14.
Bastidas, J. A. (1992a) English in primary school: Pros and cons of the new Colombian law. Lecture
presented at the 27th ASOCOPI Convention. Universidad del Valle, Cali, Colombia.
Bastidas, J. A. (1992b) Propuesta de licenciatura en Educación Básica: Area Inglés.
Bastidas, J. A. (1993) Licenciatura en Educación Básica: Area Inglés. Propuesta aprobada por los
Consejos Académico y Superior mediante acuerdo No. 158 de noviembre 25 de 1993. Pasto:
Universidad de Nariño.
57
Day, R.R., & Conklin, G. (1992). The knowledge base in ESL/EFL teacher education.
Paper presented at the 1992 TESOL Conference, Vancouver, Canada.
Hoban, G. (2002). Teacher learning for educational change. Buckingham, UK: Open
University Press.
Merseth, K.K. (1991). The early history of case-based instruction: Insights for
teacher education today. Journal of Teacher Education, 42,4. 243-249. Pasto:
Universidad de Nariño
58
Paper presented at the 1992 TESOL Conference, Vancouver, Canada.
Hoban, G. (2002). Teacher learning for educational change. Buckingham, UK: Open
University Press.
Merseth, K.K. (1991). The early history of case-based instruction: Insights for
teacher education today. Journal of Teacher Education, 42,4. 243-249. Pasto:
Universidad de Nariño
58
Shulman, J.H. (1991). Revealing the mysteries of teacher-written
cases: Opening the black box. Journal of Teacher Education, 42,4.
250-262.
Verloop, Nico, and H. Dekkers. “Teachers' Craft Knowledge and
Curriculum Innovation in Higher Engineering Education.”Higher
Education,https://www.academia.edu/14227299/Teachers_craft_kno
wledge_and_curriculum_innovation_in_higher_engineering_education.
Wallace, M.J. (1991) .Training Foreign Language Teachers: A Reflective
Approach. Cambridge: Cambridge University Press.
59
cases: Opening the black box. Journal of Teacher Education, 42,4.
250-262.
Verloop, Nico, and H. Dekkers. “Teachers' Craft Knowledge and
Curriculum Innovation in Higher Engineering Education.”Higher
Education,https://www.academia.edu/14227299/Teachers_craft_kno
wledge_and_curriculum_innovation_in_higher_engineering_education.
Wallace, M.J. (1991) .Training Foreign Language Teachers: A Reflective
Approach. Cambridge: Cambridge University Press.
59
60
61
62
63
64
65
The Applied Science Model
Definition
Historical Background
Pioneers
Assumptions underlying this model
Merits and Demerits
Conclusion
Discussion Questions
List of references
66
Definition
Historical Background
Pioneers
Assumptions underlying this model
Merits and Demerits
Conclusion
Discussion Questions
List of references
66
Itisbasedontransmittingknowledgefromexpertsto
prospectiveteachers,whoareexpectedtoapplythetheories
andknowledgetheyreceivedinreal-worldcontexts.
(Itisaninstrumentalmodelbecauseitlinkstheobjectives
withthebestmeans)
67
prospectiveteachers,whoareexpectedtoapplythetheories
andknowledgetheyreceivedinreal-worldcontexts.
(Itisaninstrumentalmodelbecauseitlinkstheobjectives
withthebestmeans)
67
The name “the applied science” was proposed by Wallace
(1991) as an equivalent to the Technical Rationality of Donald
Schon.
It is a traditional model.
Most teacher training courses are designed following this
paradigm.
This model derives its authority from the findings of empirical
science, especially in the 19
th
and the 20
th
centuries.
68
(1991) as an equivalent to the Technical Rationality of Donald
Schon.
It is a traditional model.
Most teacher training courses are designed following this
paradigm.
This model derives its authority from the findings of empirical
science, especially in the 19
th
and the 20
th
centuries.
68
Technical rationality (procedures and knowledge). TechnicistTeacher Education:
Teachers as Passive Technicians (Schon, 1987): we teach and practise based on
knowledge.
The Applied Science Model (Wallace, 1991)
The Rationalist Model or “learn-the-theory-and-then-apply-it” model (Ur,1992)
The Rationalist Model (Day, 1993)
The Traditional Model (Hodkinson& Harvard, 1995)
69
Teachers as Passive Technicians (Schon, 1987): we teach and practise based on
knowledge.
The Applied Science Model (Wallace, 1991)
The Rationalist Model or “learn-the-theory-and-then-apply-it” model (Ur,1992)
The Rationalist Model (Day, 1993)
The Traditional Model (Hodkinson& Harvard, 1995)
69
Kinseysaid that “The most important aspect of any teacher
professional development programme is that teachers learn,
and they apply what they learn”. (Megan Kinsey)
https://www.camb-ed.com/intdev/article/481/adapting-the-
cascade-approach-to-teacher-professional-development
70
professional development programme is that teachers learn,
and they apply what they learn”. (Megan Kinsey)
https://www.camb-ed.com/intdev/article/481/adapting-the-
cascade-approach-to-teacher-professional-development
70
Steps and Procedures
71
71
Knowledge is transmitted to the student-teachers (trainees).
Trainees applied the knowledge they received during the course.
During the course, the results conveyed from trainees should match the
results that are based on research.
Trainees begin to put the knowledge into practice in real contexts.
Trainees gain the professional competence.
(any new or up-to-date modifications in the theory is called in—service
and should be delivered to the trainees)
72
Trainees applied the knowledge they received during the course.
During the course, the results conveyed from trainees should match the
results that are based on research.
Trainees begin to put the knowledge into practice in real contexts.
Trainees gain the professional competence.
(any new or up-to-date modifications in the theory is called in—service
and should be delivered to the trainees)
72
-Professional Competence
Traineeswillbeconsiderededucatedandprofessional
teacherswhentheysuccessfullyapplythetheoriesthey
receivefromexpertsintheirclassrooms.
73
Traineeswillbeconsiderededucatedandprofessional
teacherswhentheysuccessfullyapplythetheoriesthey
receivefromexpertsintheirclassrooms.
73
Teaching is a science and as such can be examined rationally and
objectively.
The contentof this model is basically based on results and
findings of research.
Trainees learn to be teachers by being taught theories.
These theories are conveyed to trainees only by those who are
considered to be expertsin a particular field.
Teachers are said to be educated when they become proficient
enough to put these theories into practice.
74
objectively.
The contentof this model is basically based on results and
findings of research.
Trainees learn to be teachers by being taught theories.
These theories are conveyed to trainees only by those who are
considered to be expertsin a particular field.
Teachers are said to be educated when they become proficient
enough to put these theories into practice.
74
All trainees learn in a similar way as this model neglects
their previous knowledge, individual differences, social and
economic background.
Thus, trainees are provided with standardized curriculum,
standardized tests, and fixed teaching method.
75
their previous knowledge, individual differences, social and
economic background.
Thus, trainees are provided with standardized curriculum,
standardized tests, and fixed teaching method.
75
-Theyareuniversityprofessorsorresearcherswhodonot
havedirectcontactwithclassroomteaching.
76
havedirectcontactwithclassroomteaching.
76
Theyareteacherswhoreceivecontentknowledgeandthen
areaskedtoapplyitintheirclassrooms.
77
areaskedtoapplyitintheirclassrooms.
77
This model is based on empirical evidence i.e. research findings.
It takes up-to-date information into account. (the most recent
theories)
It is easy to follow.
This model helps the learner gain received theoretical knowledge i.e.
it does not only give the trainees procedures, but also it gives them
knowledge.
78
It takes up-to-date information into account. (the most recent
theories)
It is easy to follow.
This model helps the learner gain received theoretical knowledge i.e.
it does not only give the trainees procedures, but also it gives them
knowledge.
78
There is a gap between theory and practice.
Teachereducationcanonlytakeplaceinformaltraining
programs,inwhichknowledgeistransmittedtotraineesby
experts.
79
Teachereducationcanonlytakeplaceinformaltraining
programs,inwhichknowledgeistransmittedtotraineesby
experts.
79
Itdependsmainlyonresearch,therefore,itassumesthat
evenhumanissuescanbesolvedscientifically.
Thismodelcouldnotsolvethecomplexproblems.
Thismodelisprescriptivebecauseittellstraineesto
followsomeproventeachingmethods.
Thismodelisbasedonexternalknowledgebecauseit
mainlydependsonrulesandprinciplesderivedfrom
existingknowledge.
80
evenhumanissuescanbesolvedscientifically.
Thismodelcouldnotsolvethecomplexproblems.
Thismodelisprescriptivebecauseittellstraineesto
followsomeproventeachingmethods.
Thismodelisbasedonexternalknowledgebecauseit
mainlydependsonrulesandprinciplesderivedfrom
existingknowledge.
80
Trainee teachers are passive learners
81
81
82
83
•Wallace(1991)criticizesthismodelformakingadistinctionbetween
expertsandpractitioners.
•Masteryofscientificknowledgeisnotsufficienttobeacompetent
teacher.Also,thismodeldoesnottaketheteacher’sexperienceinto
consideration.
•Traineesmayhavedifficultiesinapplyingknowledgeperhaps
becausetheyhavenotunderstoodwhattheyreceived(findings)
properlyortheyhavenotappliedthewhattheyreceived(the
findings)properly.
84
expertsandpractitioners.
•Masteryofscientificknowledgeisnotsufficienttobeacompetent
teacher.Also,thismodeldoesnottaketheteacher’sexperienceinto
consideration.
•Traineesmayhavedifficultiesinapplyingknowledgeperhaps
becausetheyhavenotunderstoodwhattheyreceived(findings)
properlyortheyhavenotappliedthewhattheyreceived(the
findings)properly.
84
Itmightbesaidthatthismodelisanexcellentsourceofpedagogic
contentknowledgesothattraineescanunderstandthetheoretical
aspects(thetheoriesoflanguagelearning).
Theoreticalunderstandingrepresentsapartofpedagogiccontent
knowledge,sotraineesmustbegivenrealopportunitiestousetheir
understandinginEFLcontextstointegratetheoryandpractise.
Teachers’creativityisnecessaryinEFLclassrooms,soratherthan
killingtheircreativity,thereshouldbesomeflexibilityinthismodelto
acceptanycreativeworkthatmaysupportorenrichthetheories.(Think
outofthebox)
85
contentknowledgesothattraineescanunderstandthetheoretical
aspects(thetheoriesoflanguagelearning).
Theoreticalunderstandingrepresentsapartofpedagogiccontent
knowledge,sotraineesmustbegivenrealopportunitiestousetheir
understandinginEFLcontextstointegratetheoryandpractise.
Teachers’creativityisnecessaryinEFLclassrooms,soratherthan
killingtheircreativity,thereshouldbesomeflexibilityinthismodelto
acceptanycreativeworkthatmaysupportorenrichthetheories.(Think
outofthebox)
85
Thereisnoonesinglebestteachereducationmodel,asthefour
modelscomplementeachother.
Thus,nowadays,manyresearchersargueinfavoroftheeclectic
methodologyinwhichteachersusewhateversuitstheirtrainees’
needs,contexts,levels,aims..etc.
Thismodelshouldtakeintoaccountteachers’experienceasa
feedbackandasareliantsourceofknowledgealongwiththe
theory.
Morestudiesareneededaboutthismodelinordertohighlightits
effectivenessandefficiency,especiallythatifitcancopewiththe
hugetechnologicalimprovement.
86
modelscomplementeachother.
Thus,nowadays,manyresearchersargueinfavoroftheeclectic
methodologyinwhichteachersusewhateversuitstheirtrainees’
needs,contexts,levels,aims..etc.
Thismodelshouldtakeintoaccountteachers’experienceasa
feedbackandasareliantsourceofknowledgealongwiththe
theory.
Morestudiesareneededaboutthismodelinordertohighlightits
effectivenessandefficiency,especiallythatifitcancopewiththe
hugetechnologicalimprovement.
86
What is the main difference between the Craft Model
and the Applied Science Model?
Is teaching a science or a craft?
87
and the Applied Science Model?
Is teaching a science or a craft?
87
Kincheloe,J.K.(2008).Criticalpedagogy(2nded.).NewYork:PeterLangPublishing.
Lortie,D.C.(1975).Schoolteacher:Asociologicalinquiry.Chicago:UniversityofChicago
Press.
Schön,D.(1987).Educatingthereflectivepractitioner.Oxford:Jossey-BassInc.Publishers
Ur,P.(1992).Teacherlearning.ELTJournal46/1.56-61.
Wallace,M.J.(1991)TrainingForeignLanguageTeachers:AReflectiveApproach.
Cambridge:CambridgeUniversityPress.
http://tanvirdhaka.blogspot.com/2011/01/models-of-teacher-education.html
88
Lortie,D.C.(1975).Schoolteacher:Asociologicalinquiry.Chicago:UniversityofChicago
Press.
Schön,D.(1987).Educatingthereflectivepractitioner.Oxford:Jossey-BassInc.Publishers
Ur,P.(1992).Teacherlearning.ELTJournal46/1.56-61.
Wallace,M.J.(1991)TrainingForeignLanguageTeachers:AReflectiveApproach.
Cambridge:CambridgeUniversityPress.
http://tanvirdhaka.blogspot.com/2011/01/models-of-teacher-education.html
88
Day,R.(1993).Modelsandtheknowledgebaseofsecond
languageteachereducation.Workingpapersinsecondlanguage
studies, 11(2), 1-13.Retrieved from
http://hawaii.edu/sls/uhwpesl/11(2)/Day.pdf
“TastingTeachingFlavors:AGroupofStudent-Teachers’
ExperiencesintheirPracticum.”Scielo.2008.Universidad
Nacional de Colombia.20 September 2008<
http://www.scielo.org.co
89
languageteachereducation.Workingpapersinsecondlanguage
studies, 11(2), 1-13.Retrieved from
http://hawaii.edu/sls/uhwpesl/11(2)/Day.pdf
“TastingTeachingFlavors:AGroupofStudent-Teachers’
ExperiencesintheirPracticum.”Scielo.2008.Universidad
Nacional de Colombia.20 September 2008<
http://www.scielo.org.co
89
90
A systematic, critical, and creative thinking about the action
with intention of understanding its roots and processes( Fish
and Twin, 1997).
91
with intention of understanding its roots and processes( Fish
and Twin, 1997).
91
Reflection is the active, persistent, and careful consideration
of any belief or supposed form of knowledge in the light of
the grounds that support it and the further conclusions to
which it tends(Dewey, 1933).
92
of any belief or supposed form of knowledge in the light of
the grounds that support it and the further conclusions to
which it tends(Dewey, 1933).
92
93
Dewey (1933) :
-Teaching is not a mechanical or habitual process, rather a
critical reasoning-
based or context-sensitive-based process.
-A reflective teacher have three distinguishing
characteristics: Responsibility\Open-
mindedness\Whole-heartedness.
94
-Teaching is not a mechanical or habitual process, rather a
critical reasoning-
based or context-sensitive-based process.
-A reflective teacher have three distinguishing
characteristics: Responsibility\Open-
mindedness\Whole-heartedness.
94
:-Schon(1987) .
-Reflective teachers are decision makers.
-Reflective teachers respond to ambiguity.
-Two types of Reflective Practice:
-1)Reflection-in-Action (If deployed at the same time of acting).
-2)Reflection-on-Action.(Reflect back on one’s practice). [ Ex. 4
th
grade student]
95
-Reflective teachers are decision makers.
-Reflective teachers respond to ambiguity.
-Two types of Reflective Practice:
-1)Reflection-in-Action (If deployed at the same time of acting).
-2)Reflection-on-Action.(Reflect back on one’s practice). [ Ex. 4
th
grade student]
95
96
-Giroux(1988):
-Teachers are transformative intellectuals:
-Intellectuals : They have a vital role in developing the curriculum.
--Transformative: Challenge social and political movements to
prepare active and critical citizens.
97
-Teachers are transformative intellectuals:
-Intellectuals : They have a vital role in developing the curriculum.
--Transformative: Challenge social and political movements to
prepare active and critical citizens.
97
-Wallace (1991)
-Reflective model of professional education
includes two stages:
(1)-Pre-training stage : The trainee is at before beginning the
process of professional training.
(2)-Professional education or development. This stage is
established on two main components of the reflective model:
received knowledge and experiential knowledge. The goal is
professional competence.
98
-Reflective model of professional education
includes two stages:
(1)-Pre-training stage : The trainee is at before beginning the
process of professional training.
(2)-Professional education or development. This stage is
established on two main components of the reflective model:
received knowledge and experiential knowledge. The goal is
professional competence.
98
99
-Van Manen (1977)
Three levels of reflection:
-Technical reflection.
--Practical reflection.
--Critical reflection(with respect to moral and ethical issues.)
100
Three levels of reflection:
-Technical reflection.
--Practical reflection.
--Critical reflection(with respect to moral and ethical issues.)
100
-Larivee (2008)
Four hierarchical stages of reflection:
-Pre-reflection.
-Surface reflection.
-Pedagogical reflection.
-Critical reflection.
101
Four hierarchical stages of reflection:
-Pre-reflection.
-Surface reflection.
-Pedagogical reflection.
-Critical reflection.
101
Borton’s Model:
1970
102
1970
102
:Kolb’s Model
1984
103
1984
103
Gibb’s Model:
1988
104
1988
104
Characteristics of Reflective Model
--It is a personal tool that teachers can use to observe and
evaluate the way they behave in their classroom.
--Reflective model aims mainly to make professional teachers.
--It make use of the stored data.
--It allows you to read or write variables and execute methods in
runtime.
105
--It is a personal tool that teachers can use to observe and
evaluate the way they behave in their classroom.
--Reflective model aims mainly to make professional teachers.
--It make use of the stored data.
--It allows you to read or write variables and execute methods in
runtime.
105
Characteristics of Reflective Teachers:
-Feel curious about their work.
-Develop experience-based theories of change.
-Test these theories in practice.
-Use their understanding and initiative to
contribute to knowledge development.
-Understand their strengths and limitations, and
work on these.
-Use a range of tools, methods, and approaches for
individual and collaborative learning.
106
-Feel curious about their work.
-Develop experience-based theories of change.
-Test these theories in practice.
-Use their understanding and initiative to
contribute to knowledge development.
-Understand their strengths and limitations, and
work on these.
-Use a range of tools, methods, and approaches for
individual and collaborative learning.
106
107
108
Characteristics of Reflective Learners:
Reflective learners are:
-Self-aware and self-critical.
-Honest about themselves.
-Open to criticism and feedback.
-Objective in weighing up evidence.
-Prepared to try different approaches to learning.
-Curious.
-Motivated to improve.
-More able to learn independently.
109
Reflective learners are:
-Self-aware and self-critical.
-Honest about themselves.
-Open to criticism and feedback.
-Objective in weighing up evidence.
-Prepared to try different approaches to learning.
-Curious.
-Motivated to improve.
-More able to learn independently.
109
110
ResultsMethod,
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-Improved
performance
in teaching
English Skills.
-Growth as
individuals and
profession-als.
(Qualitative)
-Classroom
Observa-tions.
-Question-
naire.
-in depth
interviews.
To develop
the skills of a
reflective
practitioner,
and to
broaden
trainee's
repertoire of
teaching
techniques.
2007\
Tuzla
Canton,
Bosnia and
Herzego-
vina.
Becoming A
Reflective
Practitioner
A classroom-
Based
Research on
Mentor Work
with A Novice
Teacher
Dijana
Markovic
111
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-Improved
performance
in teaching
English Skills.
-Growth as
individuals and
profession-als.
(Qualitative)
-Classroom
Observa-tions.
-Question-
naire.
-in depth
interviews.
To develop
the skills of a
reflective
practitioner,
and to
broaden
trainee's
repertoire of
teaching
techniques.
2007\
Tuzla
Canton,
Bosnia and
Herzego-
vina.
Becoming A
Reflective
Practitioner
A classroom-
Based
Research on
Mentor Work
with A Novice
Teacher
Dijana
Markovic
111
ResultsMethod,
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-20% of
teachers
involved in
classroom
research on
regular
bases.
-Lack of
defining the
concept of
reflective
practitioner.
-Using
portfolios.
(Mixed-
method
approach)
-A question
-naire. (80.
Sampled
quantitatively.
-Semi-
structured
interviews.
20. Sampled
qualitatively.
-To find out
the extent to
which
Armenian EFL
teachers
engage in
classroom
research, and
thus reflect
on their
practice.
2016\
Sri Lanka
Research
and
reflective
practice in
the EFL
classroom:
Voices
from
Armenia
Andrzej
Cirockiand
Raichle
Farrelly
112
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-20% of
teachers
involved in
classroom
research on
regular
bases.
-Lack of
defining the
concept of
reflective
practitioner.
-Using
portfolios.
(Mixed-
method
approach)
-A question
-naire. (80.
Sampled
quantitatively.
-Semi-
structured
interviews.
20. Sampled
qualitatively.
-To find out
the extent to
which
Armenian EFL
teachers
engage in
classroom
research, and
thus reflect
on their
practice.
2016\
Sri Lanka
Research
and
reflective
practice in
the EFL
classroom:
Voices
from
Armenia
Andrzej
Cirockiand
Raichle
Farrelly
112
ResultsMethod,
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-Toteachers
critical
thinkingis
Reflecting on
their
performance
before, while
and after
teaching.
-PlC,
Danielson
framework
and coaching
with deans:
Forms of
reflection.
(Qualitative)
In depth
interviews.
20 Elementary
teachers .
To find out : -
How elemen-
taryschool
teachers
define
reflective
teaching , --
The ways
teachers use
to reflect on
their teaching .
2017\USAA Pheno-
meno-
logical Study
on Reflective
Teaching
Practice
Abimbola
Disu
113
Instruments &
Sample
AimsDate\PlaceTitleAuthor
-Toteachers
critical
thinkingis
Reflecting on
their
performance
before, while
and after
teaching.
-PlC,
Danielson
framework
and coaching
with deans:
Forms of
reflection.
(Qualitative)
In depth
interviews.
20 Elementary
teachers .
To find out : -
How elemen-
taryschool
teachers
define
reflective
teaching , --
The ways
teachers use
to reflect on
their teaching .
2017\USAA Pheno-
meno-
logical Study
on Reflective
Teaching
Practice
Abimbola
Disu
113
-Make teachers more aware of what they do..
Reinforce the need for continuous stuff training.-
Provide basis for contract renewal, and promotion.-
-Doing a diagnostic procedure to solve problems .
-Viewing experience objectively.
-Plan for future practices in general, changes in behavior in particular.
-It’s the process in which teacher's record journals of their thoughts,
practices, feelings and future plans.
-Develop highly tuned and more varied practices.
Allow teachers to reach a large number of students effectively. -
Radically modify, inform, or redesign exiting methods of teaching. -
-Gain needed insights to know what strategies, materials to use.
114
Reinforce the need for continuous stuff training.-
Provide basis for contract renewal, and promotion.-
-Doing a diagnostic procedure to solve problems .
-Viewing experience objectively.
-Plan for future practices in general, changes in behavior in particular.
-It’s the process in which teacher's record journals of their thoughts,
practices, feelings and future plans.
-Develop highly tuned and more varied practices.
Allow teachers to reach a large number of students effectively. -
Radically modify, inform, or redesign exiting methods of teaching. -
-Gain needed insights to know what strategies, materials to use.
114
Could be a time consuming process (needs more preparation).-
-Put more burdens on teacher's shoulders (they keep asking,
adding, deleting and changing procedures and types of behavior).
-Some teachers don’t accept either self criticism or criticism from
others.
-Some teachers are not willing to change; they stick to traditional
ways of teaching.
-Some teachers are not skillful enough; they misunderstand the
process of reflection, so they get confused about which situations
to reflect upon.
-Reflective practices should be done by motivated, passionate
teachers, while some teachers are demotivated , incapable of
reflecting upon their practices.
115
-Put more burdens on teacher's shoulders (they keep asking,
adding, deleting and changing procedures and types of behavior).
-Some teachers don’t accept either self criticism or criticism from
others.
-Some teachers are not willing to change; they stick to traditional
ways of teaching.
-Some teachers are not skillful enough; they misunderstand the
process of reflection, so they get confused about which situations
to reflect upon.
-Reflective practices should be done by motivated, passionate
teachers, while some teachers are demotivated , incapable of
reflecting upon their practices.
115
1-Helps teachers to understand learners and recognize their needs and
abilities .
2-Teachers become self-aware, self directed. They become able to realize
their points of strength and weakness.
3-Reflection leads to active learning.
4-Reflection is a non-stop cognitive activity that enhances problem-
solving and critical thinking skills for teachers and students.
5-Reflection is not a process of piling up feedback on a particular
classroom practice, rather a process of responding to feedback so that
concrete change can be witnessed in learners , teachers and even other
members involved in the teaching learning atmosphere.
6-A reflective teacher is responsible for nurturing reflective citizens.
116
abilities .
2-Teachers become self-aware, self directed. They become able to realize
their points of strength and weakness.
3-Reflection leads to active learning.
4-Reflection is a non-stop cognitive activity that enhances problem-
solving and critical thinking skills for teachers and students.
5-Reflection is not a process of piling up feedback on a particular
classroom practice, rather a process of responding to feedback so that
concrete change can be witnessed in learners , teachers and even other
members involved in the teaching learning atmosphere.
6-A reflective teacher is responsible for nurturing reflective citizens.
116
1-Scales, P. (2012). Teaching in the Life Long Learning Sector (2nd ed.).
UK,MiltonKeynes: Open University Press.
2-Fish, D., and Twinn, S. (1997). Clinical Supervision in the Health Care
Professions: Principle Approaches to Practice. Oxford: Butterworth Heinemann.
3-Moon, J. (2005). Reflection in Learning and Professional Development (1st ed.).
USA,NewYork: Routledge.
4-Dewey, J. (1933). How we think(1st ed.). USA,Chicago,: Henry Regnery
5-Brookfield,S.(1995). Becoming a critically Reflective Teacher(1st ed.).
USA,SanFrancisco: Jossey-Bass.
6-Borton, T. (1970) Reach Touch and Teach, London: Hutchinson cited in
Jasper, M. (2003) Beginning Reflective Practice, Cheltenham: Nelson Thornes7-
Gibbs, G (1988) Learning by doing: a guide to teaching and learning methods,
Oxford, Further Education Unit, Oxford Polytechnic.
8-Kolb, D.A. (1984).Experiential learning: experience as thesource of learning
and development.Englewood Cliffs, NJ: Prentice Hall.
117
UK,MiltonKeynes: Open University Press.
2-Fish, D., and Twinn, S. (1997). Clinical Supervision in the Health Care
Professions: Principle Approaches to Practice. Oxford: Butterworth Heinemann.
3-Moon, J. (2005). Reflection in Learning and Professional Development (1st ed.).
USA,NewYork: Routledge.
4-Dewey, J. (1933). How we think(1st ed.). USA,Chicago,: Henry Regnery
5-Brookfield,S.(1995). Becoming a critically Reflective Teacher(1st ed.).
USA,SanFrancisco: Jossey-Bass.
6-Borton, T. (1970) Reach Touch and Teach, London: Hutchinson cited in
Jasper, M. (2003) Beginning Reflective Practice, Cheltenham: Nelson Thornes7-
Gibbs, G (1988) Learning by doing: a guide to teaching and learning methods,
Oxford, Further Education Unit, Oxford Polytechnic.
8-Kolb, D.A. (1984).Experiential learning: experience as thesource of learning
and development.Englewood Cliffs, NJ: Prentice Hall.
117
TPACK Model
118
118
Theuseoftechnologyfacilitateseverydaylifeand
bringsmanyadvantagesforpeople.Technologieshavethepotentialtochange
thewaywethinkaboutteachingandlearning.Technologicaltoolsareseen
amongthemosteffectivetoolsbothinandoutoftheschoolintheeducational
processofstudentsandteachers.
Teachershavearoleintheschoolstointegratethetechnologyinto
theirlearningprocess.Forthisreasonteachershouldfollowandintegrate
technologicaldevelopmentsineducation.
119
bringsmanyadvantagesforpeople.Technologieshavethepotentialtochange
thewaywethinkaboutteachingandlearning.Technologicaltoolsareseen
amongthemosteffectivetoolsbothinandoutoftheschoolintheeducational
processofstudentsandteachers.
Teachershavearoleintheschoolstointegratethetechnologyinto
theirlearningprocess.Forthisreasonteachershouldfollowandintegrate
technologicaldevelopmentsineducation.
119
TPACKstandsforTechnologicalPedagogicalContentKnowledge.Itis
atheorythatwasdevelopedtoexplainthesetofknowledgethatteachers
needtoteachtheirstudentsasubject,teacheffectively,andusetechnology.
We'llgetintomoredetailsinjustaminute,butlet'slookatwherethis
started.
120
atheorythatwasdevelopedtoexplainthesetofknowledgethatteachers
needtoteachtheirstudentsasubject,teacheffectively,andusetechnology.
We'llgetintomoredetailsinjustaminute,butlet'slookatwherethis
started.
120
Ithighlightsthekindsofknowledgerequiredbyteachersfortheeffective
integrationoftechnologyintheclassroom.Itisausefulmodelforeducatorsasthey
begintousedigitaltoolsandstrategiestosupportteachingandlearning.
Itistheuseoftechnologytoolsingeneralcontentareasineducation,inorderto
allowstudentstoapplytechnologytolearningandproblem-solving.
Itenhancesandsupportstheeducationalenvironmentandcansupportstudentsto
completeassignmentsonthecomputerratherthanwithnormalpencilandpaper.
121
integrationoftechnologyintheclassroom.Itisausefulmodelforeducatorsasthey
begintousedigitaltoolsandstrategiestosupportteachingandlearning.
Itistheuseoftechnologytoolsingeneralcontentareasineducation,inorderto
allowstudentstoapplytechnologytolearningandproblem-solving.
Itenhancesandsupportstheeducationalenvironmentandcansupportstudentsto
completeassignmentsonthecomputerratherthanwithnormalpencilandpaper.
121
In1986,LeeShulmananalyzedthecombinationofpedagogicalandcontent
knowledgeandcontentknowledge(PCK)thatteachershouldpossess.
In2000,technologyknowledgewasaddedasanothercomponentthatteachers
shouldpossess.
122
knowledgeandcontentknowledge(PCK)thatteachershouldpossess.
In2000,technologyknowledgewasaddedasanothercomponentthatteachers
shouldpossess.
122
In2006,P.MishraandM.Koehlerprovidedtheorybehindtheunionofall
threedomains,yieldingtheTPACKframework.
Withit,theyidentifiedthreeprimaryformsofknowledge:
-ContentKnowledge(CK),
-PedagogicalKnowledge(PK),
-andTechnologicalKnowledge(TK).
123
threedomains,yieldingtheTPACKframework.
Withit,theyidentifiedthreeprimaryformsofknowledge:
-ContentKnowledge(CK),
-PedagogicalKnowledge(PK),
-andTechnologicalKnowledge(TK).
123
TK(Howtechnologyisused):Itreferstoanunderstandingoftheway
thattechnologiesareusedinaspecificcontentdomain.
PK(Howtheyteach):Itreferstoteachers’deepknowledgeaboutthe
processesandpracticesormethodsofteachingandlearning.
CK(Whatteachersknow):Itreferstoteachers’knowledgeaboutthe
subjectmattertobelearnedortaught.Knowledgeofcontentisofcritical
importanceforteachers.
124
thattechnologiesareusedinaspecificcontentdomain.
PK(Howtheyteach):Itreferstoteachers’deepknowledgeaboutthe
processesandpracticesormethodsofteachingandlearning.
CK(Whatteachersknow):Itreferstoteachers’knowledgeaboutthe
subjectmattertobelearnedortaught.Knowledgeofcontentisofcritical
importanceforteachers.
124
Arrangingthesethreeareasofknowledgetogetherhelpsustoseethefour
areasthatarecreatedinMishraandKoehler‘sframework.
125
areasthatarecreatedinMishraandKoehler‘sframework.
125
TPACKhasemergedasausefulconstructforresearchersworkingtounderstandtechnology
integrationinlearningandteaching.Whereas,thefirstgenerationofTPACKfocusedupon
explainingandinterpretingtheconstruct,TPACKhasnowenteredasecondgeneration
wherethefocusisuponusingtheconstructinbothresearchanddevelopmentprojects.
126
integrationinlearningandteaching.Whereas,thefirstgenerationofTPACKfocusedupon
explainingandinterpretingtheconstruct,TPACKhasnowenteredasecondgeneration
wherethefocusisuponusingtheconstructinbothresearchanddevelopmentprojects.
126
TPACKenablesateachertodefinea“fit”betweenthecurriculumfocus,
pedagogicalstrategies,anddigitalornon-digitaltechnologies.
TPACKisanessentialpartoftheeducationsystemasitincorporatesthe
growingdemandontheuseoftechnologyintheclassroomaswellas
continuingthefocusonthecontentandhowweteachit.
127
pedagogicalstrategies,anddigitalornon-digitaltechnologies.
TPACKisanessentialpartoftheeducationsystemasitincorporatesthe
growingdemandontheuseoftechnologyintheclassroomaswellas
continuingthefocusonthecontentandhowweteachit.
127
Impacts of TPACK
ImpactontheTeacher:Itisimportantfortheteachertobecompletely
uptodateandknowledgeablewiththecurriculumandthecomponentsof
TPCKtoeffectivelyincorporateitintotheirlessons.
ImpactsontheStudents:Studentsofthemillenniumworkbetter
throughtechnologyandquiteoftenfindthecontentanddirectteaching
quitestale.Thereforebyaddingthetechnologycomponenttothealready
existingPCKmodelthestudentsbecomemoreengagedintheirlearning.
128
ImpactontheTeacher:Itisimportantfortheteachertobecompletely
uptodateandknowledgeablewiththecurriculumandthecomponentsof
TPCKtoeffectivelyincorporateitintotheirlessons.
ImpactsontheStudents:Studentsofthemillenniumworkbetter
throughtechnologyandquiteoftenfindthecontentanddirectteaching
quitestale.Thereforebyaddingthetechnologycomponenttothealready
existingPCKmodelthestudentsbecomemoreengagedintheirlearning.
128
Whenteachersknowsubjectmattercontentandpedagogicalcontenttheyshouldhavea
knowledgeofinformationandcommunicationtobeeffectiveinusingtechnologyintheir
classes.
TheyshouldknowavarietyofTechnologiessuchasdigitaltechnologiesasmobileand
multimedia.
Theyshouldreflect,createnewideasaddedtoscientificinformationsincetheyknow
students‘needs,individualdifferences,assessmentstrategiestoevaluatestudentsand
classroommanagement.
Theyshouldknowhowtodisplaythecontentusingmultimediaandhowtohelpstudents
forsearchingonresourcesrelatedtothecontent.
129
knowledgeofinformationandcommunicationtobeeffectiveinusingtechnologyintheir
classes.
TheyshouldknowavarietyofTechnologiessuchasdigitaltechnologiesasmobileand
multimedia.
Theyshouldreflect,createnewideasaddedtoscientificinformationsincetheyknow
students‘needs,individualdifferences,assessmentstrategiestoevaluatestudentsand
classroommanagement.
Theyshouldknowhowtodisplaythecontentusingmultimediaandhowtohelpstudents
forsearchingonresourcesrelatedtothecontent.
129
THE CHALLENGES OF TEACHING WITH TECHNOLOGY
1-Social and institutional contexts are often unsupportive of teachers’ efforts
to integrate technology use into their work.
2-Teachers often have inappropriate experiences with digital technologies for
teaching and learning.
130
1-Social and institutional contexts are often unsupportive of teachers’ efforts
to integrate technology use into their work.
2-Teachers often have inappropriate experiences with digital technologies for
teaching and learning.
130
3-Everyparticulartechnologicaltoolhasitsowncharacteristics,and
constraintsthatmakeitmoresuitableforacertaintaskthanothers.
4-TheuseofTPACKinlanguagelearningandteachingmaybewasteof
time,ifitdoesnotdependonalanguagecurriculum.
131
constraintsthatmakeitmoresuitableforacertaintaskthanothers.
4-TheuseofTPACKinlanguagelearningandteachingmaybewasteof
time,ifitdoesnotdependonalanguagecurriculum.
131
7-The absence of the teacher. It is possible that students make the lesson
less seriously.
8-It is hard for a teacher to closely monitor the students in the class to
determine whether they are indeed utilizing technological resources for
education or leisure.
132
less seriously.
8-It is hard for a teacher to closely monitor the students in the class to
determine whether they are indeed utilizing technological resources for
education or leisure.
132
Traditional Method TPACK model
133
133
THE ROLE OF TEACHER IN TRADITIONAL METHOD
He presents, searches, shares, and collaborates.
134
He presents, searches, shares, and collaborates.
134
Facilitator
The teacher, in TPACK model, must shift from being the “knowledgeable source” towards becoming:
A facilitator (who manages the context and setting using the most appropriate technological tools). He
is an assistant who helps students to make sense of the large volume of information.
THEROLE OF TEACHER IN TPACK MODEL
Assistant
135
The teacher, in TPACK model, must shift from being the “knowledgeable source” towards becoming:
A facilitator (who manages the context and setting using the most appropriate technological tools). He
is an assistant who helps students to make sense of the large volume of information.
THEROLE OF TEACHER IN TPACK MODEL
Assistant
135
TPACK Merits
-The single biggest contribution of the TPACK framework has been in the area
of teacher education and teacher professional development.
-TPACK play an important descriptive function, providing researchers with
concepts and terminologies with which to describe complex phenomena in a
theoretically-grounded manner with methodological precision and rigor.
-TPACK allow us to make inferences, about the educational technology and
teacher education.
-TPACK allows us to make predictions about what approaches may be good for
further development, and, as importantly, those, which may not be.
136
-The single biggest contribution of the TPACK framework has been in the area
of teacher education and teacher professional development.
-TPACK play an important descriptive function, providing researchers with
concepts and terminologies with which to describe complex phenomena in a
theoretically-grounded manner with methodological precision and rigor.
-TPACK allow us to make inferences, about the educational technology and
teacher education.
-TPACK allows us to make predictions about what approaches may be good for
further development, and, as importantly, those, which may not be.
136
-Frameworks such as TPACK allow us to develop applications that bridge the
gap between theory and design.
-TPACK framework has indeed provided researchers with a set of conceptual
tools with which to articulate precise research questions.
-The robustness of the framework and applicability across multiple contexts and
domains.
-The TPACK framework emphasize the development of knowledge and skills in
three major knowledge components form the foundation of the TPACK
framework in an isolated manner are doomed to fail.
-Key aspect of the TPACK framework has to do with teacher autonomy and
seeing teachers as designers, particularly with technologies that change at a very
rapid pace.
137
gap between theory and design.
-TPACK framework has indeed provided researchers with a set of conceptual
tools with which to articulate precise research questions.
-The robustness of the framework and applicability across multiple contexts and
domains.
-The TPACK framework emphasize the development of knowledge and skills in
three major knowledge components form the foundation of the TPACK
framework in an isolated manner are doomed to fail.
-Key aspect of the TPACK framework has to do with teacher autonomy and
seeing teachers as designers, particularly with technologies that change at a very
rapid pace.
137
TPACK Demerits
-One of the significant limitations of the TPACK framework is that it is neutral with
respect to the broader goals of education. For instance, the TPACK framework does
not speak to what kinds of content need to be covered and how it is to be taught.
-Though there has been a flowering of research on TPACK and its measurement, the
review indicates that there is still much to be done particularly in the area of
measuring how TPACK works in different disciplinary contexts.
-There is a clear need for better-designed studies and instruments, the TPACK
instruments did a poor job of addressing the issues of reliability and validity. Most
interview and observation instruments failed to present convincing evidence that they
were reliable and valid TPACK measures.
138
-One of the significant limitations of the TPACK framework is that it is neutral with
respect to the broader goals of education. For instance, the TPACK framework does
not speak to what kinds of content need to be covered and how it is to be taught.
-Though there has been a flowering of research on TPACK and its measurement, the
review indicates that there is still much to be done particularly in the area of
measuring how TPACK works in different disciplinary contexts.
-There is a clear need for better-designed studies and instruments, the TPACK
instruments did a poor job of addressing the issues of reliability and validity. Most
interview and observation instruments failed to present convincing evidence that they
were reliable and valid TPACK measures.
138
-Future research may want to expand the search by including additional keywords such
as “ICT.” Second. Future research should carefully examine this implicit validity
assumption associated with the data triangulation processes.
-The main two problems living during the measurement process are that understanding
the effects of teachers’ domain knowledge on their current teaching practices and
reliability, validity concerns of TPACK measurement methods.
-As a result of these, researchers tend to try different methods to measure TPACK
because of the fact that dynamic characteristic of pre-service teacher education. So, it
is advisable to conduct a mixed-methods study involving some follow-up semi-
structured interviews or stimulated recall interviews requiring the respondents to
evaluate their own responses and justify their given answers.
139
as “ICT.” Second. Future research should carefully examine this implicit validity
assumption associated with the data triangulation processes.
-The main two problems living during the measurement process are that understanding
the effects of teachers’ domain knowledge on their current teaching practices and
reliability, validity concerns of TPACK measurement methods.
-As a result of these, researchers tend to try different methods to measure TPACK
because of the fact that dynamic characteristic of pre-service teacher education. So, it
is advisable to conduct a mixed-methods study involving some follow-up semi-
structured interviews or stimulated recall interviews requiring the respondents to
evaluate their own responses and justify their given answers.
139
-A notice disadvantage of TPACK is that no matter how laid out it is, not all teachers
have the same pedagogical, content, and technology knowledge. it would be hard to say
that the model works perfectly every time for everyone because some teachers may lack
more than others in some areas.
140
have the same pedagogical, content, and technology knowledge. it would be hard to say
that the model works perfectly every time for everyone because some teachers may lack
more than others in some areas.
140
Associated Studies,
Study (1):
Fathi, J. & Yousefifard, S. (2019). Assessing Language Teachers’ Technological Pedagogical Content
Knowledge (TPACK): EFL tudents’ Perspectives. Research in English Language Pedagogy, RELP (2019)
7(1): 255-282 , DOI: 10.30486/relp.2019.665888.
The purpose of the study
Few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To
address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding
their teachers’ TPACK.
The tools of the study
A total of 148 Iranian EFL students participated in this survey study. The data were collected through
administering a previously validated TPACK questionnaire to the participants of the study.
141
Study (1):
Fathi, J. & Yousefifard, S. (2019). Assessing Language Teachers’ Technological Pedagogical Content
Knowledge (TPACK): EFL tudents’ Perspectives. Research in English Language Pedagogy, RELP (2019)
7(1): 255-282 , DOI: 10.30486/relp.2019.665888.
The purpose of the study
Few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To
address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding
their teachers’ TPACK.
The tools of the study
A total of 148 Iranian EFL students participated in this survey study. The data were collected through
administering a previously validated TPACK questionnaire to the participants of the study.
141
A summary and findings of the study
ThefindingsobtainedfromthesurveyindicatedthatmostEFLstudentsperceived
thattheirEFLteachersexcelledinfourcomponentsofTPACKsuchas
technologicalknowledge(TK),pedagogicalknowledge(PK),contentknowledge
(CK),andpedagogicalcontentknowledge(PCK),buttheteacherswereperceived
toberelativelylessproficientintheotherthreecomponentsofthescalesuchas
technologicalcontentknowledge(TCK),technologicalpedagogicalknowledge
(TPK),andTPACK.TheresultssuggestthatIranianEFLteachersmayrequire
furthertrainingintheselatterelementsoftheTPACKtogaintherequired
proficiencytointegratetechnologymoreeffectivelyintotheirlanguage
classrooms.
142
ThefindingsobtainedfromthesurveyindicatedthatmostEFLstudentsperceived
thattheirEFLteachersexcelledinfourcomponentsofTPACKsuchas
technologicalknowledge(TK),pedagogicalknowledge(PK),contentknowledge
(CK),andpedagogicalcontentknowledge(PCK),buttheteacherswereperceived
toberelativelylessproficientintheotherthreecomponentsofthescalesuchas
technologicalcontentknowledge(TCK),technologicalpedagogicalknowledge
(TPK),andTPACK.TheresultssuggestthatIranianEFLteachersmayrequire
furthertrainingintheselatterelementsoftheTPACKtogaintherequired
proficiencytointegratetechnologymoreeffectivelyintotheirlanguage
classrooms.
142
Study (2):
Kıray, S., 1, Çelik, I., & Hilmi, M. (TPACK Self-Efficacy Perceptions of Science Teachers: A
Structural Equation Modeling Study. Education and Science 2018, Vol 43, No 195, 253-268.
The purpose of the study
The purpose of this study is to reveal the relation between Technological
Pedagogical Content Knowledge (TPACK) subdimensions of science teachers in
Turkey.
The tools of the study
For this purpose, relations between the elements forming the TPACK have been
investigated with a model. This research was carried out with 563 science
teachers working in 81 schools to represent science teachers in Turkey. The scale
developed by Kiray (2016a) to measure TPACK self-efficacy perceptions of
teachers and teacher candidates was used as data collection tool in the research.
143
Kıray, S., 1, Çelik, I., & Hilmi, M. (TPACK Self-Efficacy Perceptions of Science Teachers: A
Structural Equation Modeling Study. Education and Science 2018, Vol 43, No 195, 253-268.
The purpose of the study
The purpose of this study is to reveal the relation between Technological
Pedagogical Content Knowledge (TPACK) subdimensions of science teachers in
Turkey.
The tools of the study
For this purpose, relations between the elements forming the TPACK have been
investigated with a model. This research was carried out with 563 science
teachers working in 81 schools to represent science teachers in Turkey. The scale
developed by Kiray (2016a) to measure TPACK self-efficacy perceptions of
teachers and teacher candidates was used as data collection tool in the research.
143
A summary and findings of the study
Thedataobtainedinthestudywereanalyzedbystructuralequationmodeling.The
directandpositiveeffectsofTechnologicalContentKnowledge(TCK),Technological
PedagogicalKnowledge(TPK)andPedagogicalContentKnowledge(PCK)from
externalvariablesconsistingofbinaryknowledgedomainsofthestudyareseenon
TPACK.Thesevariablesaccountfor65%ofthechangeinTPACK.PCKisthe
variablethataffectsTPACKthemost.Accordingtothisfinding,PCKhasacritical
importanceinteachers'technologyintegration.Anotherimportantfindinginthisstudy
isthatteachers'CKdirectlyandpositivelyinfluencesTCKandPCK,andthiseffectis
greaterthantheeffectofTKandPK.Whenconsideredinthecontextoftheresultsof
thisresearch,agradualmodelcoveringCKandPCKcanbeproposedinsteadofa
directtechnology-basedapproachtoprofessionaldevelopmentprogramsdevelopedto
increaseTPACKself-efficacyofteachers
144
Thedataobtainedinthestudywereanalyzedbystructuralequationmodeling.The
directandpositiveeffectsofTechnologicalContentKnowledge(TCK),Technological
PedagogicalKnowledge(TPK)andPedagogicalContentKnowledge(PCK)from
externalvariablesconsistingofbinaryknowledgedomainsofthestudyareseenon
TPACK.Thesevariablesaccountfor65%ofthechangeinTPACK.PCKisthe
variablethataffectsTPACKthemost.Accordingtothisfinding,PCKhasacritical
importanceinteachers'technologyintegration.Anotherimportantfindinginthisstudy
isthatteachers'CKdirectlyandpositivelyinfluencesTCKandPCK,andthiseffectis
greaterthantheeffectofTKandPK.Whenconsideredinthecontextoftheresultsof
thisresearch,agradualmodelcoveringCKandPCKcanbeproposedinsteadofa
directtechnology-basedapproachtoprofessionaldevelopmentprogramsdevelopedto
increaseTPACKself-efficacyofteachers
144
Study (3):
Martin, Barbara, (2015).Successful Implementation of TPACK in Teacher Preparation Programs.
International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015.
The purpose of the study
Thisreviewofliteratureexaminesrecentpublicationsonthetopicoftechnologyin
teacherpreparationthroughthetheoreticallensofTechnology,PedagogyandContent
Knowledge(TPACK)whichhasshownpotentialtoemphasizeateacher’sunderstanding
ofhowtechnologiescanbeusedeffectivelyasapedagogicaltool.
The tools of the study
Inthisreviewof35recentprofessionaljournalarticlesonTPACK,severalreoccurring
themesemerged:Studenttechnologyconfidence,Leadershipandmodelingoftechnology
integration,andassessment/evaluationoftechnologyintegration.Thispaperwillexamine
andsynthesizethesesuggestionsforsuccessfultechnologyintegrationinteacher
preparationinanefforttoarticulatekeysupportedconsiderationsforimplementation.
145
Martin, Barbara, (2015).Successful Implementation of TPACK in Teacher Preparation Programs.
International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015.
The purpose of the study
Thisreviewofliteratureexaminesrecentpublicationsonthetopicoftechnologyin
teacherpreparationthroughthetheoreticallensofTechnology,PedagogyandContent
Knowledge(TPACK)whichhasshownpotentialtoemphasizeateacher’sunderstanding
ofhowtechnologiescanbeusedeffectivelyasapedagogicaltool.
The tools of the study
Inthisreviewof35recentprofessionaljournalarticlesonTPACK,severalreoccurring
themesemerged:Studenttechnologyconfidence,Leadershipandmodelingoftechnology
integration,andassessment/evaluationoftechnologyintegration.Thispaperwillexamine
andsynthesizethesesuggestionsforsuccessfultechnologyintegrationinteacher
preparationinanefforttoarticulatekeysupportedconsiderationsforimplementation.
145
A summary and findings of the study
Through the review of TPACK literature, it is evident that many teacher preparation
programs are relying on out-of-date technology models and are in need of redesign.
Suggested improvements have focused on building confidence through exposure,
instructor and administrative modeling, effective evaluations and technology
embedded curriculum. All of these strategies have potential to strengthen teacher
education programs and prepare pre-service teachers for 21st century instruction.
146
Through the review of TPACK literature, it is evident that many teacher preparation
programs are relying on out-of-date technology models and are in need of redesign.
Suggested improvements have focused on building confidence through exposure,
instructor and administrative modeling, effective evaluations and technology
embedded curriculum. All of these strategies have potential to strengthen teacher
education programs and prepare pre-service teachers for 21st century instruction.
146
o سابك لآ,ةزع. نرقلا يف لاعفلا ملعملا صئاصخ ميوقتو ديدحتل كابيت ناونعب ةيملع ةقرو21 يف ةمدقم
يوبرتلا فارشلاا ىقتلم3\6\1438عه.2017 WWW.new-education
ohttp://tpack.org. Koheler,Mathew.J& Mishera,Punya. 2008;Mishra,2006.What
is Technological pedagogical Content Knowledge?.Retrieved in 19-October
oContemporary issues in technology and Teacher education in CITE Journal
o صئاصخ`كابيت جذومن قفو لاعفلا ملعملا
o21
St
century skills Video
oMartin ,Barbara .Successful Implementation of TPACK in teacher preparation
programs in International Journal on integrating Technology in Education
(IJITE) 4,No.1,March 2015
147
يوبرتلا فارشلاا ىقتلم3\6\1438عه.2017 WWW.new-education
ohttp://tpack.org. Koheler,Mathew.J& Mishera,Punya. 2008;Mishra,2006.What
is Technological pedagogical Content Knowledge?.Retrieved in 19-October
oContemporary issues in technology and Teacher education in CITE Journal
o صئاصخ`كابيت جذومن قفو لاعفلا ملعملا
o21
St
century skills Video
oMartin ,Barbara .Successful Implementation of TPACK in teacher preparation
programs in International Journal on integrating Technology in Education
(IJITE) 4,No.1,March 2015
147
What is Technological Pedagogical Content Knowledge? by
J.Koehler,Matthew &Mishra ,Punya in CITE Contemporary Issues in
Technology and Teacher Education Journal :AACE,2016. Retrieved on
11
TH
.Dec.2018 from www.citejournal.org.
Technological Pedagogical Content knowledge (TPACK) Framework by
Kurt,Serhart :May12,2018. Retrieved on 11
TH
.Dec.2018 From
Ucationaltechnology.net.
148
J.Koehler,Matthew &Mishra ,Punya in CITE Contemporary Issues in
Technology and Teacher Education Journal :AACE,2016. Retrieved on
11
TH
.Dec.2018 from www.citejournal.org.
Technological Pedagogical Content knowledge (TPACK) Framework by
Kurt,Serhart :May12,2018. Retrieved on 11
TH
.Dec.2018 From
Ucationaltechnology.net.
148
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