A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

Autor/inn/en	Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael
Titel	A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 9 (2009) 4, S.392-411 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Knowledge Base for Teaching; Graphing Calculators; Psychometrics; Secondary School Teachers; Inferences; Pedagogical Content Knowledge; Lesson Plans; Video Technology; Statistical Analysis; Teacher Evaluation; Evaluation Methods; Equations (Mathematics); Teacher Collaboration; Feedback (Response); Faculty Development + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Grafischer Taschenrechner; Psychometry; Psychometrie; Inference; Inferenz; Pädagogische Kompetenz; Lesson planning; Unterrichtsplanung; Statistische Analyse; Teacher appraisal; Lehrerbeurteilung; Equations; Mathematics; Gleichungslehre; Lehrerkooperation
Abstract	Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers' development of technological pedagogical content knowledge. The specific qualitative data sources include teachers' written lesson plans, university faculty members' reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons. Using these data sources, inferences about teachers' technological pedagogical content knowledge are drawn and validated. An example of the implementation of this lesson study technological pedagogical content knowledge (LS-TPACK) assessment model is provided. The example includes inferences drawn about high school teachers' technological pedagogical content knowledge in the context of two lesson study cycles that involved teaching systems of equations with graphing calculators. Reflections on the strengths and weaknesses of the LS-TPACK model are included from a qualitative perspective, as well as from a psychometric perspective. (Contains 3 figures.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10