Technological, Pedagogical, and Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration into their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
Published in Chapter:
An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers
Ardyth Foster (Armstrong State University, USA), Joshua Lambert (Armstrong State University, USA), and Jackie HeeYoung Kim (Armstrong State University, USA)
Copyright: © 2017
|Pages: 25
DOI: 10.4018/978-1-5225-0892-2.ch010
Abstract
In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.