Difference between revisions of "Tpack"
Jump to navigation
Jump to search
Gurumurthy (talk | contribs) |
Gurumurthy (talk | contribs) |
||
| Line 9: | Line 9: | ||
#Sometimes in pre-service teacher education (BEd or DEd) it is suggested that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only. | #Sometimes in pre-service teacher education (BEd or DEd) it is suggested that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only. | ||
#In-service teacher training program is also sometimes seen to be for 'content' or for 'pedagogy' as if these are two distinct aspects | #In-service teacher training program is also sometimes seen to be for 'content' or for 'pedagogy' as if these are two distinct aspects | ||
| − | #However, Shullman suggested that teacher knowledge | + | #However, [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] suggested that teachers' "subject knowledge and pedagogy were being treated as mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). |
| + | #[http://punya.educ.msu.edu/ Punya Mishra], professor, and [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor, both at Michigan State University, have done extensive work in extending PCK to [http://TPACK.org TPACK] framework | ||
Revision as of 11:17, 23 December 2015
The Subject Teacher Forum program aims to support the development of the Technological Pedagogical Content Knowledge framework for teacher education
Concept Map
Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process.
Some points of discussion
- Elliot W. Eisner declared in 1991 that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator".
- Sometimes in pre-service teacher education (BEd or DEd) it is suggested that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only.
- In-service teacher training program is also sometimes seen to be for 'content' or for 'pedagogy' as if these are two distinct aspects
- However, Shullman suggested that teachers' "subject knowledge and pedagogy were being treated as mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc).
- Punya Mishra, professor, and Matthew J. Koehler, professor, both at Michigan State University, have done extensive work in extending PCK to TPACK framework