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Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design

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Technological Pedagogical Content Knowledge

Abstract

The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to which these beliefs are connected to teachers’ TPCK-based lesson design. Two groups of teachers were compared (n = 96). One group practiced the TPCK-SRL model in a hypermedia environment, and the other practiced TPCK only in the same hypermedia environment. The findings indicated that after exposure to the TPCK-SRL training model, preservice teachers’ pedagogical beliefs tended more to favor student-centered learning (self-constructing knowledge) than the TPCK group. TPCK-SRL teachers also showed the strongest beliefs in their own technological self-efficacy, which influenced their ability to develop TPCK-based lesson designs in a constructivist way.

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Author information

Authors and Affiliations

  1. Bar Ilan University, Ramat Gan, Israel

    Bracha Kramarski & Tova Michalsky

Authors
  1. Bracha Kramarski
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  2. Tova Michalsky
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Corresponding author

Correspondence to Bracha Kramarski .

Editor information

Editors and Affiliations

  1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Charoula Angeli

  2. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Nicos Valanides

Appendix

Appendix

Appendix 1: Screen Shot: TPCK-SRL Training Model

figure a

The screen-shot presents a comprehension TPCK task. Teachers are asked to CHECK THIS Analyze the task using the IMPROVE prompts. Focus on important events, goals, and processes. Identify difficulties in technology-based teaching/learning while referring to the TPCK transformative approach. Suggest pedagogical approaches that can help you improve the lesson.

Teachers sent responses to the forum and received feedback from peers and provided peers with feedback on their responses to the prompts.

Appendix 2: Teaching and Learning Metaphors

  1. A.

    Metaphors conceptualizing the “Ideal Teacher”

Here are four metaphors. Each metaphor represents a different teaching process model. Please examine the metaphors and then answer the question below:

figure b

In which metaphor do you think the student knows the material best? Explain and justify your choice.

  1. B.

    Metaphors conceptualizing the “Ideal Student”

Here are four verbal metaphors. Each one represents a different learning process model.

  1. 1.

    The learner is like an empty vessel to be filled.

  2. 2.

    The learner is like a tourist on a guided tour.

  3. 3.

    The learner is like a seedling which has to be nurtured so that it grows and blooms.

  4. 4.

    The learner is like an independent mountain climber.

In which metaphor do you think the student knows the material best? Explain and justify your choice.

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Kramarski, B., Michalsky, T. (2015). Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_5

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