Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education

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• 作者：Zehavit Kohen ; ^{zehavitkohen@gmail.com}  ; [Author Vitae] ; Bracha Kramarski ; ^{bracha.kramarski@mail.biu.ac.il} ; ^{kramab55@gmail.com}  ; [Author Vitae]
• 关键词：Assessment ; TPCK-SRL scheme ; Teachers&rsquo ; professionalism ; Validity ; Reliability ; Designing lessons
• 刊名：Studies in Educational Evaluation
• 出版年：2012
• 期刊代码：112_0191491x
• 类别：soc
• 出版时间：March, 2012
• 卷：38
• 期：1
• 页码：1-8
• 文件大小：428 K

摘要

The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers鈥?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鈥?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鈥?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鈥?technological professionalism.