Abstract
The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K. =. knowledge about T. =. technology, P. =. pedagogy, and C. =. content), which reflects all three knowledge components' dynamic interactions with SRL and (b) test this scheme's validity and reliability as a practical tool for measuring effects of teacher education. The scheme was used to assess 9 preservice teachers' lesson designs, collected before and after a course on TPCK Teaching and Learning Methods. At posttest, lesson designs revealed specific, qualitative TPCK-SRL descriptions that referenced TPCK components and SRL considerations (. what, . how, . when, and . why to infuse technology), thus providing content validity for the scheme. Theoretical, methodological, and practical implications and future research are discussed for using the TPCK-SRL scheme to empower teachers' technological professionalism.
| Original language | English |
|---|---|
| Pages (from-to) | 1-8 |
| Number of pages | 8 |
| Journal | Studies in Educational Evaluation |
| Volume | 38 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 2012 |
Keywords
- Assessment
- Designing lessons
- Reliability
- TPCK-SRL scheme
- Teachers' professionalism
- Validity
All Science Journal Classification (ASJC) codes
- Education
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