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Towards successful TPACK professional arrangement for in-service teachers

Main Author: Ansyari, Muhammad Fauzan
Other Authors: Language Development Center
Format: Article info application/pdf eJournal
Bahasa: eng
Terbitan: State Islamic University of Sultan Syarif Kasim Riau , 2013
Subjects:
Professional development
Technological Pedagogical Content Knowledge (TPACK)
Online Access: http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44
http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44/34
ctrlnum article-44
fullrecord <?xml version="1.0"?> <dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">Towards successful TPACK professional arrangement for in-service teachers</title><creator>Ansyari, Muhammad Fauzan</creator><subject lang="en-US">Professional development; Technological Pedagogical Content Knowledge (TPACK)</subject><description lang="en-US">Professional development programmes for technology are essential for teacher capacity to improve students&#x2019; achievement. Technological Pedagogical Content Knowledge (TPACK) framework which represents teachers&#x2019; knowledge domains, consisting of content, pedagogy, and technology, is used in a number of professional development programmes. This review is aimed at investigating the implementation of in-service teachers&#x2019; TPACK professional development arrangements for technology integration using technological pedagogical content knowledge (TPACK) framework. In doing so,this review used five major online databases: ERIC, Web of Science, Scopus, Informaworld, and SpringerLink, with the criteria of studies addressing in-service teachers&#x2019; TPACK professional development arrangements for technology integration, except for first aim since it addresses the concept of TPACK; deal with teachers teaching students without disabilities; and must be conducted between 2006 and 2012.In general, the results of this review show three different conceptualisations of TPACK model: initial model of TPACK, ICT-TPACK model, and elaborated TPACK model. Moreover, inquiry learning approach, peer-coaching, authentic learning, problem-based learning, project-based learning, and learning activity typeswere employed in successful TPACK professional development programmes for in-service teachers. In addition, several factors contributing to such successful programmes include engagement, authentic learning experiences, collaboration, supports, curriculum coherency, reflection, feedback, intensive training, and longer time. Finally, teachers were reported having positive experiences with such programmes.</description><publisher lang="en-US">State Islamic University of Sultan Syarif Kasim Riau</publisher><contributor lang="en-US">Language Development Center</contributor><date>2013-06-17</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Journal:Article</type><type>File:application/pdf</type><identifier>http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44</identifier><source lang="en-US">Journal of English and Arabic Language Teaching; Vol 4, No 1 (2013): J/E/A/L/T; 35-69</source><source>2407-1005</source><source>2407-0998</source><language>eng</language><relation>http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44/34</relation><rights lang="en-US">Copyright (c) 2016 Muhammad Fauzan Ansyari</rights><recordID>article-44</recordID></dc>
language eng
format Journal:Article
Journal
Other:info:eu-repo/semantics/publishedVersion
Other
File:application/pdf
File
Journal:eJournal
author Ansyari, Muhammad Fauzan
author2 Language Development Center
title Towards successful TPACK professional arrangement for in-service teachers
publisher State Islamic University of Sultan Syarif Kasim Riau
publishDate 2013
topic Professional development
Technological Pedagogical Content Knowledge (TPACK)
url http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44
http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/44/34
contents Professional development programmes for technology are essential for teacher capacity to improve students’ achievement. Technological Pedagogical Content Knowledge (TPACK) framework which represents teachers’ knowledge domains, consisting of content, pedagogy, and technology, is used in a number of professional development programmes. This review is aimed at investigating the implementation of in-service teachers’ TPACK professional development arrangements for technology integration using technological pedagogical content knowledge (TPACK) framework. In doing so,this review used five major online databases: ERIC, Web of Science, Scopus, Informaworld, and SpringerLink, with the criteria of studies addressing in-service teachers’ TPACK professional development arrangements for technology integration, except for first aim since it addresses the concept of TPACK; deal with teachers teaching students without disabilities; and must be conducted between 2006 and 2012.In general, the results of this review show three different conceptualisations of TPACK model: initial model of TPACK, ICT-TPACK model, and elaborated TPACK model. Moreover, inquiry learning approach, peer-coaching, authentic learning, problem-based learning, project-based learning, and learning activity typeswere employed in successful TPACK professional development programmes for in-service teachers. In addition, several factors contributing to such successful programmes include engagement, authentic learning experiences, collaboration, supports, curriculum coherency, reflection, feedback, intensive training, and longer time. Finally, teachers were reported having positive experiences with such programmes.
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subject_area Languange, Linguistic, Communication & Media
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