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Title: Operationalising Technological Pedagogical Content Knowledge in UK Teacher Professional Development
Authors: Heywood, Jonathan Paul
Supervisors: Woodhouse, Joan
Edirisingha, Palitha
Award date: 9-Nov-2018
Presented at: University of Leicester
Abstract: Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK’s constituent subdomains and a new form of technology content representation, dubbed a ‘T-CoRe’, through which to scaffold thinking and practice relating to technology integration. Through iterative refinement, the assessment tool was able to indicate and afford visualisation of aspects of practice. T-CoRes and associated discussion were able to evidence stimulation of high-quality reflection and foster application of higher-order thinking, here termed ‘TPACK thinking’. Impact was demonstrable both in terms of teacher practice and pupil outcomes. Teachers demonstrated a commitment to collegiality and reflected on their capacity to champion technology integration within their departments and schools. This study therefore demonstrates the potential to operationalise TPACK within a UK setting and offers a toolkit of resources to support consideration of the pedagogical affordance of technology by teachers for wider scrutiny, use and development.
Type: Thesis
Level: Doctoral
Qualification: EdD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Leicester Theses
Theses, School of Education

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