This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated ...framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers’ preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
Abstract
The IDIFO project conducted at the University of Udine, in collaboration with 18 Italian universities, is an example of integration and collaboration between schools and universities ...proposals on innovation in physics education. The aspects of the project relating to the professional development of teachers are discussed, presenting the various implementation methods designed and activated, also answering to the formative needs of schools relating to laboratory-based scientific teaching/learning.
The paper presents some research results on primary teachers' competence on integrated teaching in Vietnam. We have conducted a survey with teachers and educational managers in the context of ...renewing general education curriculum and texbooks as well as new teacher's professional standards. The research results have shown that most of respondents agreed with our proposed competencies for integrating teaching and their basic components. Based on these components, we have described indicators for each capacity and suggested some measures to design continuous professional development for primary teachers so that they could meet the requirements of general education renovation.
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and ...reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in‐service and preservice teachers while watching 360 video.
Practitioners notes
What is already known about this topic?
Instructional videos are widely used in preservice teacher training.
360 videos show promise for improving preservice teacher professional development in terms of immersion and presence.
What this paper adds?
An instrument for assessing 360 video teacher presence is presented (XRPS), targeting a current gap in the literature.
Data provided evidence of the validity of the tool for future 360 video research and integration.
Implications for practice and/or policy
Practitioners can use XRPS for assessing preservice teachers’ experiences in immersive environments and evaluating 360 videos.
Higher feelings of presence are associated with more focused viewpoints. Therefore, practitioners should support and facilitate this watching behavior.
Higher scores of presence are associated with a perceived sense of agency and emotional attachment. Therefore, 360 videos should include design elements promoting these feelings.
The use of English as the common language of science represents a major impediment to maximising the contribution of non-native English speakers to science. Yet few studies have quantified the ...consequences of language barriers on the career development of researchers who are non-native English speakers. By surveying 908 researchers in environmental sciences, this study estimates and compares the amount of effort required to conduct scientific activities in English between researchers from different countries and, thus, different linguistic and economic backgrounds. Our survey demonstrates that non-native English speakers, especially early in their careers, spend more effort than native English speakers in conducting scientific activities, from reading and writing papers and preparing presentations in English, to disseminating research in multiple languages. Language barriers can also cause them not to attend, or give oral presentations at, international conferences conducted in English. We urge scientific communities to recognise and tackle these disadvantages to release the untapped potential of non-native English speakers in science. This study also proposes potential solutions that can be implemented today by individuals, institutions, journals, funders, and conferences. Please see the Supporting information files (S2-S6 Text) for Alternative Language Abstracts and Figs 5 and 6.
From a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and ...blended learning: A systematic meta-aggregative review.
Educational Technology and Research Development, 67
, 1145–1174.
https://doi.org/10.1007/s11423-019-09645-8
, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.
The purpose of this study is to identify the pattern of teachers' professional development in virtual social networks. This is a qualitative study conducted using the grounded theory approach. Using ...criteria sampling, semi-structured interviews were conducted with 15 students. The findings showed that the link between student teachers and the realization of the professional development dimensions is the professional needs of these students. This is because student teachers are self-guided or persuaded by teacher-training university's staff members, including professors and officials, to learn formally and informally from social networks.
•The link between student teachers and the realization of the professional development dimensions is the professional needs of these students.•The professional development of student teachers is influenced by content knowledge and educational or pedagogical aspects, which are achieved through the informal use of social networks.•Student teachers spend a lot of time on social networks, so they learn a lot of contents related to their teaching formally and informally.
This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are ...collected by an experiment carried out in the context of the “Liceo Matematico” project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers collaborative design of the research lesson. The results show that Lesson Study, as a foreign practice, is an opportunity for teachers to confront their teaching practices, to enrich their professional development, resulting in more awareness on their didactical action in and outside the classroom.
The sudden transition to online teaching and learning during the COVID-19 pandemic compelled teachers worldwide to develop the skills necessary to contend with online education and execute effective ...teaching. Whereas several studies have investigated the professional development opportunities provided by educational institutions during this time, research on the effectiveness of engaging in such activities for higher education teachers in Bangladesh seems limited. This study explores Bangladeshi English teachers' experiences of engaging in online professional development (OPD) and the impact it had on their teaching and professional learning during COVID-19. Data were collected using a qualitative survey distributed to twenty-five English teachers working at various public and private universities in Bangladesh. A thematic analysis demonstrated that teachers participated in both self-directed and institution-led professional development activities. While engaging in such activities was beneficial, teachers' application of the knowledge in teaching and professional learning was hindered by an overload of online information, insufficient logistics facilities, and inadequate collegial support. The study recommended that designing cost-effective OPD and ensuring a collegial environment might inspire teachers to explore OPD opportunities. In addition, providing institutions with proper orientation and awareness would ensure better institutional support in executing OPD even in the post-covid-era.
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