Wikipedia as a Teaching Tool for Technological Pedagogical Content Knowledge (TPCK) Development in Pre-Service History Teacher Education

Autor/in	Ozturk, Ibrahim Hakki
Titel	Wikipedia as a Teaching Tool for Technological Pedagogical Content Knowledge (TPCK) Development in Pre-Service History Teacher Education
Quelle	In: Educational Research and Reviews, 7 (2012) 7, S.182-191 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Preservice Teacher Education; Student Projects; Action Research; Active Learning; Foreign Countries; Pedagogical Content Knowledge; History Instruction; Encyclopedias; Web Based Instruction; Educational Technology; Teaching Methods; Teacher Competencies; Student Teachers; Computer Literacy; Technology Integration; Student Motivation; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schulprojekt; Projektforschung; Aktives Lernen; Ausland; Pädagogische Kompetenz; History lessons; Geschichtsunterricht; Encyclopedia; Enzyklopädie; Web Based Training; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computerkenntnisse; Schulische Motivation; Türkei
Abstract	This paper seeks to explore a web-based teaching activity designed for technological pedagogical content knowledge (TPCK) development in pre-service history teacher education in Turkey. The study is conducted by action research methodology. Using a project-based learning (PBL) approach, the designed activity aims to provide the necessary background knowledge to support student-teachers for their use of the wikis as a teaching tool in history education. The results show that the PBL activity engaging student-teachers as authors in Wikipedia reveals as an effective and motivating tool for initiating them to web authoring. Wikipedia authoring activity has been also fairly influential in terms of improving the student-teachers' historical knowledge. However, the acquisitions reported by participants do not display the same effectiveness in terms of the pedagogical knowledge and TPCK. The paper discusses the probable reasons of outcomes and the proper measures to be taken in order to improve an efficiency model. The results support the idea arguing that an effective TPCK development in pre-service teacher education requires systematic engagement of student-teachers in rich teaching experiences within the real teaching contexts. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10