Investigating the Impact of a Technological Pedagogical Content Knowledge (TPACK)–Based Professional Development Program on Science Teachers' TPACK

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-12 - Technology as an Agent of Change in Teaching and Learning SIG Roundtable 1: Technological Pedagogical Content Knowledge (TPACK) as a Framework for Teacher Development

Abstract

In-service teacher training programs need planned, continuous and usable professional development (PD) and support opportunities going beyond techno-centric approaches that are disconnected from teacher practice. This research aimed to investigate the impact of a TPACK-based PD program on science teachers’ TPACK. The program included modules designed to develop science teachers’ domain specific TPACK with a variety of teacher learning methods. Data sources included the Know-Want-Learn (KWL) charts and PD evaluation forms that 24 elementary science teachers completed. The results revealed that science teachers’ self-assessment of their TPACK increased and sustained over a period of one year. Recommendations for designing and implementing future TPACK-based PD programs in science teacher education are presented.

Authors

• Evrim Baran, Middle East Technical University

• Sedef Canbazoglu Bilici, Aksaray University

• Erdem Uygun, Middle East Technical University