학술논문
The Alignment of Teacher Education Programs with the TPACK Framework and Their Readiness to Prepare Pre-Service Teachers to Integrate Technology in Their Future Teaching
Document Type
Dissertation/Thesis
Author
Source
TDX (Tesis Doctorals en Xarxa)
Subject
Language
English
Abstract
Este estudio tiene como objetivo examinar la alineación de los programas de formación docente (PED) en una universidad privada de Líbano con el marco de TPACK y su preparación para capacitar a los futuros docentes en la integración de la tecnología en su enseñanza futura. Se adoptó un enfoque de triangulación de métodos mixtos. La encuesta TPACK fue completada por 187 docentes en formación y 52 docentes en servicio. Se realizaron entrevistas con 6 administradores, 21 formadores de docentes, 20 docentes en servicio y 57 docentes en formación, además del análisis documental de 45 programas de cursos de PED de pregrado y posgrado. Los resultados de la encuesta muestran que tanto los docentes en formación como los en servicio tienen una percepción positiva de su propio nivel de TPACK y que no hay diferencias significativas en las puntuaciones de TPACK entre ellos. Las entrevistas resaltan algunos impedimentos importantes para integrar la tecnología a niveles nacional, institucional, docente y estudiantil. También se ofrecen algunas recomendaciones relacionadas con el proceso de enseñanza y aprendizaje y otras relacionadas con la realización de talleres y capacitaciones, y la revisión del currículo de los PED. Además, el análisis de los programas muestra que el constructo de TPACK nunca se abordó en los resultados de ningún curso, a diferencia del conocimiento del contenido (CC), que se abordó en todos los programas, seguido por el conocimiento pedagógico (CP) y el conocimiento pedagógico del contenido (CPC). Una conclusión importante de este estudio es que el PED en esta universidad no se alinea completamente con el marco de TPACK, especialmente en lo que respecta a la pedagogía del uso de la tecnología y a la intersección de los tres constructos, o TPACK.
This research aims at studying the alignment of teacher education programs (TEP) in one private university in Lebanon with the TPACK framework and their readiness to prepare pre-service teachers to integrate technology in their future teaching. A mixed-method triangulation approach was adopted. The TPACK survey was filled out by 187 pre-service teachers and 52 in-service teachers. Interviews were conducted with 6 administrators, 21 teacher educators, 20 in-service teachers, and 57 pre-service teachers, in addition to document analysis of 45 syllabi of both undergraduate and graduate TEP courses. The survey results show that both pre-service and in-service teachers have a positive perception of their own TPACK level and that there are no significant differences in the TPACK scores between them. The interviews highlight some major impediments to integrating technology at the national, institutional, teacher, and student levels. They also provide some recommendations related to the teaching and learning process and others related to conducting workshops and trainings and revisiting the TEP curriculum. In addition, the syllabi analysis shows that the TPACK construct was never addressed in any course outcome, contrary to CK, which was addressed in all syllabi, followed by PK and PCK. A major conclusion of this present study is that the TEP at this university doesn’t fully align with the TPACK framework, especially when it comes to the pedagogy of using technology and to the intersection of the three constructs, or the TPACK.
This research aims at studying the alignment of teacher education programs (TEP) in one private university in Lebanon with the TPACK framework and their readiness to prepare pre-service teachers to integrate technology in their future teaching. A mixed-method triangulation approach was adopted. The TPACK survey was filled out by 187 pre-service teachers and 52 in-service teachers. Interviews were conducted with 6 administrators, 21 teacher educators, 20 in-service teachers, and 57 pre-service teachers, in addition to document analysis of 45 syllabi of both undergraduate and graduate TEP courses. The survey results show that both pre-service and in-service teachers have a positive perception of their own TPACK level and that there are no significant differences in the TPACK scores between them. The interviews highlight some major impediments to integrating technology at the national, institutional, teacher, and student levels. They also provide some recommendations related to the teaching and learning process and others related to conducting workshops and trainings and revisiting the TEP curriculum. In addition, the syllabi analysis shows that the TPACK construct was never addressed in any course outcome, contrary to CK, which was addressed in all syllabi, followed by PK and PCK. A major conclusion of this present study is that the TEP at this university doesn’t fully align with the TPACK framework, especially when it comes to the pedagogy of using technology and to the intersection of the three constructs, or the TPACK.