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Pre-service Teachers' Mental Models of Digital Video Tools; Mentale Modelle digitaler Video-Werkzeuge bei angehenden Lehrkräften

Krauskopf, Karsten
Fonte: Universität Tübingen Publicador: Universität Tübingen
Tipo: Dissertation; info:eu-repo/semantics/doctoralThesis
Relevância na Pesquisa
Teaching is a complex and ill-defined task that requires teachers to be knowledgeable in several domains, namely, content, pedagogy, and their specific connections. Moreover, today’s teachers must be acquainted with a number of technologies that can effectively support students’ learning in their subjects. A conceptual framework that tries to account for this perspective on technology while considering the mentioned sub-domains of teachers’ professional knowledge is the Technological Pedagogical Content Knowledge framework (TPCK, Koehler & Mishra, 2008; Mishra & Koehler, 2006). However, above and beyond characterizing the content of the proposed knowledge sub-domains, researchers invested in the TPCK approach have neglected to provide a theoretical basis for more concrete and confutable assumptions (Graham, 2011; Voogt et al., 2012) and add a process-oriented perspective to the current structure oriented-perspective. The present dissertation addresses these issues in two parts. First, it proposes theoretical specifications of the TPCK framework in order to derive assumptions about the proposed knowledge representations of the sub-domains. More concretely, I claim that at a first level of cognitive integration teachers need to construct mental models that represent the technology’s functions in the light of the complexity of the task of teaching and the teacher’s prior professional knowledge. Furthermore...