The Relevance of Authentic Learning Activities in Developing Competency and Confidence of Integrating Technology in Teaching among Pre-service Teachers in Tanzania
نویسنده
چکیده
This study explored the ways pre-service teachers from Dar es salaam University College of Education (DUCE) in Tanzania, can develop Technological Pedagogical Content Knowledge (TPACK). 42 pre-service science and mathematics teachers and 4 instructors participated in the study. Findings revealed a limited TPACK among pre-service teachers at DUCE. Participation in authentic learning activities such as training, microteaching, collaborative lesson design and peer reflections, were found to be effective in developing TPACK. Results showed that these activities were relevant to the learning needs of the pre-service teachers and effective in developing knowledge, skills, competencies and confidence of integrating technology in teaching.
منابع مشابه
Pre-Service Agricultural Education Programmes: Do They Impact on The Teaching of Agriculture In Secondary Schools? Case of Zimbabwe
There are no known studies that have been conducted focusing on the congruency or discrepancy of pre service agricultural education programmes in relation to secondary school agriculture teaching in Zimbabwe. The purpose of this study was therefore to make a qualitative investigation on the contribution of pre service agricultural education training programmes to the teaching of high school Agr...
متن کاملICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to ...
متن کاملEFL Pre-service Teachers’ Concerns: A Reflective Practice
Central to the spirit of reflective teaching is the ability to focus critically on one’s own beliefs, cognitions, and concerns. Numerous proposals have been developed for implementing reflective practices in pre-service teacher education contexts with the aim of producing highly competent reflective teachers. However, it is imperative to identify the candidates’ beliefs and knowledge base befor...
متن کاملLearning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge
What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman’s teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers’ technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and ...
متن کاملThe Extent of Emphasis Put on the Aesthetically-Based Approaches to Teaching in Pre-Service Programs of Teacher Training: A Comparative Study
With the aim of helping to improve the quality of teaching in Iranian teacher training centers a comparative study was undertaken in order to determine the extent to which aesthetically-based approaches to teaching are emphasized among the professional competencies sought after in the selected countries. Selection of the countries to be compared (Australia, England, Singapore, Finland, Canada, ...
متن کامل