Year: 2012
Type: conference-paper
Abstract: Information Communication and Technology (ICT) using teachers have developed special pedagogical reasoning skills for using ICT in their teaching. Shulman's (1986, 1987) work on pedagogical reasoning is extended to include technology and the researcher proposes that this special process should be termed Technological Pedagogical Reasoning (TPR). This study has looked into the reasoning processes of ICT using teachers across the career stages as defined in the National Professional Standards (Australian Institute for Teaching and School Leadership, 2011) and attempts to answer - How do teachers technological pedagogical reason across career stages and what influences teachers in developing their technological pedagogical reasoning? This research will provide rich description of how TPR is developed and evolves over a teacher's career. The purpose of this design is to reveal the voices of teachers to determine how they develop TPR in their lesson planning and practice. The study involved collecting data using video stimulated and thinks aloud protocols on their lesson planning and lesson delivery. This data has been analyzed using the thematic analysis with constant comparative method to identify themes. This paper outlines this research project, with a brief introduction to the preliminary results from this study. Further results will be presented at the conference.
Source: Griffith Research Online
Authors: Vicky Lee Smart, Cheryl Rae Sim, Glenn Finger
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2166883990