Role of Knowledge Analysis in
Learning Technology Training
for the Professional Development of
Teachers
Fitri Mohamad & Martin Oliver
Institute of Education, University of London
Motivation
• Personal experience as teacher
educator, and keen interest to develop
teaching skills in technology
• Gap in literature:
– Focus on technical training
– Lack of research on content and
pedagogical aspects in technology
integration
– Lack of research on impact of technology in
the Teacher Training context
– Multiple perspectives about concept of
teaching and role of teacher educator, within
teacher training and in higher education
contexts
The Blind Spot?
• Shulman (1986) talked about
missing paradigm between
Content and Pedagogical
Knowledge
• With technology presence in
education, Mishra & Koehler added
Technology component, creating…
• Technology Knowledge (TK)
• Technological Content Knowledge
(TCK)
• Technological Pedagogical Knowledge
(TPK)
• Technological Pedagogical Content
Knowledge (TPCK)
Teacher Knowledge
Pedagogical Content
Knowledge (PCK)
Pedagogy
Content
Technological
Pedagogical
Knowledge (TPK)
Technological Content
Knowledge (TCK)
Technology
Technological Pedagogical
Content Knowledge (TPCK)
Mishra and Koehler, 2006
The target groups for Pilot Study
UNIVERSITY X
• Private university
• Delivery: mostly online (minimal f2f)
• Established less than 5 years
• Distance learning only
• Intake: in-service teachers only
• Part-time tutors who are full-time faculty at other
universities/colleges
UNIVERSITY Y
• Public university
• Delivery: f2f + Distance learning
• Established since 1970s
• Residential & distance learning
• Intake: in-service and pre-service teachers
• Full-time tenured faculty
University X: Teacher
Educatornarratives
narratives
Student Teacher
Pedagogical Content
Knowledge (PCK)
Content
√
T4
√
T3
T1
Technological Content
Knowledge (TCK)
Pedagogy
X
√ T2
√
X
√
X
Technological
Pedagogical
Knowledge (TPK)
Technology
Technological Pedagogical
Content Knowledge (TPCK)
University Y: Teacher
Student Teacher
Educatornarratives
narratives
Pedagogical Content
Knowledge (PCK)
Pedagogy
Content
T4
√
√
X
√
T3
T2
T1
Technological Content
Knowledge (TCK)
X
X√
Technological
Pedagogical
Knowledge (TPK)
Technology
Technological Pedagogical
Content Knowledge (TPCK)
Lessons learned
• Insider perspective into how
teachers are trained to use
educational technology
• Systematic approach to interpret
and analyse narratives
• Data shows heavy emphasis on
technology knowledge
• Strong assumptions that Content,
Pedagogy & Technology are
covered in balance with each other
Lessons Learned
• Similarities between two different
learning institutions (f2f versus
distance/e-learning)
• Social and power relations among
teacher educators and student
teachers
• Gaps between what is known and
what is implemented
• Mismatch between theory and
actual classroom practice
The challenge ahead
• To investigate and understand
– Relationships and gaps between
narratives, artefacts and classroom
practice
– Refine classification of “Content
Knowledge” within a teacher
education setting (discipline
knowledge versus teacher-trainingcentric knowledge)
THANK YOU
Fitri Mohamad ([email protected])
Martin Oliver ([email protected])
Institute of Education, University of London