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Số ra Số 11/2016 EN 
Tên bài báo TEACHER PROFESSIONAL DEVELOPMENTON TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 
Tóm tắt Content Knowledge (CK) is certainly required for teachers, but just CK is not enough for them to handle cognitive complexity of science teaching; CK cannot simply be “handed over” to students. Teachers need Pedagogical Content Knowledge (PCK) enabling them to transform their CK into different forms of representation (e.g. analogies, illustrations, examples, explanations, and demonstrations), which are comprehensible for students. Integration of technology in school science, on the one hand, can enrich PCK of teachers because it generates new forms of conceptual representation. On the other hand, it requires teachers to develop Technological Pedagogical Content Knowledge (TPCK). Teachers’ TPCK is mostly emerged from their try-outs of technology-integrated science teaching and refined from their students’ feedback in the classroom. Development of TPCK occurs over the career trajectory, in which events for Professional Development (PD) of teachers on TPCK are just starting or enrichment points. A training course is a common PD initiative to support teachers to improve their TPCK, but the “training” model has shortcomings regarding teacher’s use of new knowledge and skills (via training) in teaching practice. In this article, we clarify the TPCK framework, which will shed light to how teachers’ TPCK grows throughout their career. Furthermore, we discuss ways to remedy the shortcomings of the “training” scenario, aiming at an effective training course on TPCK for science teachers.  
Tác giả Trần Bá Trình 
Mã phân loại  
Chuyên ngành Lí luận và PPDH bộ môn Vật lí 
Từ khoá Teacher Professional Development, Technological Pedagogical Content Knowledge, Training course 
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