From PCK to TPACK: Research and Development

Jang Syh-Jong
Graduate School of Education, Chung-Yuan Christian University, Taiwan

Series: Education in a Competitive and Globalizing World
BISAC: EDU034000

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$182.00

Volume 10

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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One criticism of school-based instruction is the use of outdated teaching methods and contents to equip current students for future society. School teachers in the 21st century need to be equipped with professional teacher knowledge, which has been referred to as Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK). This implies that teachers have the ability to apply technology into their pedagogical strategies and content representations for teaching specific topics to promote students’ learning efficiency. This book discusses four studies related to PCK research and development and also four studies related to TPACK research, development and applications. The principal audiences for this book include all level school teachers, graduate students, academic researchers, and college teachers and scholars. (Imprint: Nova)

Preface

Part I. PCK Research and Development

Chapter 1: Developing an instrument to examine science teachers’ PCK and science teaching orientations

Chapter 2: Developing an instrument for evaluating university students’ perceptions of teachers’ PCK

Chapter 3: Developing university teachers’ PCK through a reflective teaching model and students’ perceptions on teaching

Chapter 4: Evaluating university students’ perceptions of instructors’ PCK using student surveys and instructor workshops

Part II. TPACK Research and Development

Chapter 5: Assessing university students’ perceptions of their physics instructor’s TPACK using a newly developed instrument

Chapter 6: Using interactive whiteboard technology and observation to develop the TPACK of science teachers

Chapter 7: Exploring peer coaching on science teachers’ TPACK and students’ learning outcomes

Chapter 8: Developing the TPACK of elementary mathematics teachers in peer community using interactive whiteboard technology

Index

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