Métricas alternativas
Métrica
Palabras clave
PCK
digital competence
teaching resources
computing Pedagogía
PCK
competencia digital
recursos didácticos
informática
Cómo citar
Resumen
This study explores how teachers of Information and Communications Technology (ICT) faced with a major National Curriculum change were able to teach the new elements of the programmes of study. A multiple case study involving nine experienced teachers was carried out, using thematic analysis to explore audio-visual and documentary data from lesson planning sessions captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used digital materials and accessed online communities of practice to develop crowd-sourced curricula. The results reveal that the alignment of teachers’ digital competence with their need to assimilate unfamiliar but necessary concepts into the pedagogical reasoning process facilitated the teachers in developing sufficient subject knowledge and pedagogical content knowledge (PCK). Knowledge deficits slowed down the fluency of teachers’ lesson-planning processes, but the location and use of crowd-sourced resources helped them to develop PCK. The teachers’ digital competences in sourcing suitable teaching resources from their communities of practice allowed the development of pedagogy by proxy.
Citas
Achinstein, B., & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education, 45, 45–58. https://doi.org/10.1016/j.tate.2014.09.002
Aubrey, C. (1997). Mathematics Teaching in the Early Years: An Investigation of Teachers’ Subject Knowledge. Falmer Press.
Barclay, N., Harvey-Swanston, R., & Marks, R. (2019). Examining newly qualified teachers’ use of textbooks to support a mastery approach to mathematics teaching in primary schools. Proceedings of the British Society for Research into Learning Mathematics, 39(2), 1–6. https://bit.ly/3d7JmeK
Barnes, J., & Kennewell, S. (2018). The impact of teachers’ perspectives on the development of computing as a subject. In S. Younie & P. Bradshaw (Eds.). Debates in Computing and ICT Education (pp. 27–42). Routledge.
Brosnan, T. (2000). The ‘ Third Way ’: teaching ICT capability. 1st European Conference on Modern Education. https://bit.ly/3tftCMq
Brown, N., & Kölling, M. (2013). A Tale of Three Sites : Resource and Knowledge Sharing Amongst Computer Science Educators. Ninth Annual International ACM Conference on International Computing Education Research, April, 27–34. https://doi.org/http://dx.doi.org/10.1145/2493394.2493398
Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 1–18. https://doi.org/10.1007/s10639-021-10476-5
Cabero-Almenara, J., Gutiérrez-Castillo, J.-J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2020). Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain). Sustainability, 12(15), 1–14. https://doi.org/10.3390/su12156094
Clark, C., & Yinger, R. (1979). Three Studies of Teacher Planning. The Institute for Research on Teaching, 252, 31.
Creswell, J. (2012). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
Crick, T., & Sentance, S. (2011). Computing at school: stimulating computing education in the UK. International Conference on Computing Education, 122–123. https://doi.org/10.1145/2094131.2094158
DfE. (2011). Teachers’ Standards.
DfE. (2013). Computing programmes of study: key stages 3 and 4 National curriculum in England. https://bit.ly/3a2dBBC
DfE. (2015). Statistical First Release: School Workforce in England: November 2014. Statistics: School Workforce. https://bit.ly/3tgvJ2o
Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics - Physics Education Research, 6(2). https://doi.org/10.1103/PhysRevSTPER.6.020110
Evens, M., Elen, J., & Depaepe, F. (2015). Developing pedagogical content knowledge: Lessons learned from intervention studies. Education Research International. https://bit.ly/3ta6YVu
Halim, L., & Meerah, S. M. M. . (2002). Science Trainee Teachers’ Pedagogical Content Knowledge and its Influence on Physics Teaching. Research in Science & Technological Education, 20(2), 215–225. https://doi.org/10.1080/0263514022000030462
Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2nd ed.). Routledge.
Hidson, E. (2020). Internet Video Calling and Desktop Sharing (vcds) as an Emerging Research Method for Exploring Pedagogical Reasoning in Lesson Planning. Video Journal of Education and Pedagogy, September, 1–14. https://doi.org/10.1163/23644583-00501001
Juang, Y. R., Liu, T. C., & Chan, T. W. (2008). Computer-supported teacher development of pedagogical content knowledge through developing school-based curriculum. Educational Technology and Society, 11(2), 149–170.
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. University Press.
Lee, E., & Luft, J. A. (2008). Experienced Secondary Science Teachers’ Representation of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), 1343–1363. https://doi.org/10.1080/09500690802187058
Marks, R., Barclay, N., & Harvey-Swanston, R. (2019). Examining Newly Qualified Teachers’ use of Textbooks to Support a Mastery Approach to Mathematics Teaching in Primary Schools. https://bit.ly/3mCBQf1
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108, 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mulhall, P., Berry, A., & Loughran, J. (2003). Frameworks for representing science teachers pedagogical content knowledge. Asia Pacific on Science Learning and Teaching, 4(2), 1–25. https://bit.ly/2OMl9Bm
Nilsson, P., & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education, 23(7), 699–721. https://doi.org/10.1007/s10972-011-9239-y
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284. https://doi.org/10.1007/s11165-007-9049-6
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23), 1–13. https://doi.org/10.3390/su122310128
Preston, C., Allen, A., & Allen, R. (2018). Learning spaces: Exploring physical and virtual pedagogical principles. In S. Younie & P. Bradshaw (Eds.). Debates in Computing and ICT Education (pp. 81–96). Routledge.
QCA. (2007). Programme of study for key stage 3 and attainment target. https://bit.ly/3dTkUgl
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770
Royal Society. (2012). Shut down or restart? The way forward for computing in UK schools.
Royal Society. (2017). Understanding computing education in the UK Secondary schools and colleges questionnaire.
Rozenszajn, R., & Yarden, A. (2014). Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program. Research in Science Education, 44(1), 189–213. https://doi.org/10.1007/s11165-013-9378-6
Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271–285. https://doi.org/10.1080/16823206.2011.619141
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://bit.ly/3a48otn
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–21. https://bit.ly/3alYljx
Sormunen, E. (2021). The role of educational technology in upper secondary school: Experiences and views of English language teachers on distance teaching. University of Jyväskylä. https://bit.ly/3275Cz0
Stadler-Heer, S. (2021). Introducing german pre-service teachers to remote teaching: policy, preparation and perceptions of competence. Training, Language and Culture, 5(1), 68–85. https://bit.ly/2QiIU4o
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers and Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007
Tyarakanita, A., Kurtianti, E., & Fauzati, E. (2020). A case study of pre-service teachers" enabling TPACK knowledge: Lesson design projects. Leksika, 14(2), 52–59. https://bit.ly/3dUmC11
Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing Science Teachers’ Pedagogical Content Knowledge. Journal of Research in Science Teaching, 35(6), 673–695.
Walsh, M., Siri, A., De Negri, E., Josefsson, P., Jää-Aro, K.-M., Lundmark, S., & Mutvei Berrez, A. (2019). FICTION: A Literature Review of Methodologies and Strategies Related to the Introduction of ICT in Schools for Teaching Science. https://bit.ly/3dagrqj
Weatherby, K. (2017). Teacher participation in online communities of practice: a mixed-methods study of community, context and practice. Institute of Education, University College London. https://bit.ly/2RtgiWF
Webb, M. (2002). Pedagogical reasoning: Issues and solutions for the teaching and learning of ICT in secondary schools. Education and Information Technologies, 7(3), 237–255. https://doi.org/10.1023/A:1020811614282
Yin, R. (1994). Case Study Research (2nd ed.). SAGE Publications Inc.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Píxel-Bit. Revista de Medios y Educación