Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next?

Noha Alrwaished; Ali Alkandari; Fatimah Alhashem

Authors

Noha Alrwaished Curriculum and Instructions, Kuwait University, Kuwait
Ali Alkandari Curriculum and Instructions, Kuwait University, Kuwait
Fatimah Alhashem Teacher Development Department, National Center for Education Development in Kuwait, Kuwait

Keywords:

educational technology, integrated technology, professional development, technology pedagogical content knowledge, TPACK

Abstract

The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in- and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.

Article details

Article: Alrwaished, N., Alkandari, A., & Alhashem, F. (2017). Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next? EURASIA Journal of Mathematics, Science and Technology Education, 13(9). https://doi.org/10.12973/eurasia.2017.01053a

Citations: Google Scholar

License: CC BY

Full text: https://doi.org/10.12973/eurasia.2017.01053a