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RESEARCH PAPER
Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next?
1
Curriculum and Instructions, Kuwait University, KUWAIT
2
Teacher Development Department, National Center for Education Development in Kuwait, KUWAIT
Online publication date: 2017-08-27
Publication date: 2017-08-27
Corresponding author
Fatimah Alhashem
Teacher Development Department, National Center for Education Development in Kuwait, Kuwait
Teacher Development Department, National Center for Education Development in Kuwait, Kuwait
EURASIA J. Math., Sci Tech. Ed 2017;13(9):6113-6131
KEYWORDS
educational technologyintegrated technologyprofessional developmenttechnology 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.
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