Chea, P. & Vibulphol, J. (2014). Proposed guidelines for developing primary English teacher training programs for provincial teacher training colleges, Kingdom of Cambodia. Online Journal of Education, 9(1), 487-491. https://portal.edu.chula.ac.th/pub/tefl/images/phocadownload/OJED2015/Pum%20Chea_2557.pdf Abstract: “The purpose of this research was to propose guidelines for developing primary English teacher training programs in Cambodia. Specifically,…
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Ndongfack, M. N. (2015). Teacher profession development on technology integration using the mastery of active and shared learning for techno-pedagogy (MASLEPT) model. Creative Education, 6(3), 295-308. https://doi.org/10.4236/ce.2015.63028 Abstract: “As various learning technologies increasingly become available in schools, teachers are not using them for instructional purposes. Many studies have indicated that…
Comments closedNgobe, A. (2023). Challenges in the adoption of information and communication technology at selected schools in the Mpumalanga Province. [Doctoral dissertation, University of South Africa]. UNISA Institutional Repository. https://hdl.handle.net/10500/30199 Abstract: “Education is considered a weapon to fight poverty in developing nations including African nations. South Africa, Mpumalanga is not left…
Comments closedOrtega-Sánchez, D. (2023). Psychometric validation of the scale “Technological Pedagogical Knowledge of Content TPACK-ES” and assessment of self-efficacy perceived by prospective teachers. Educación XX1, 26(2), 209-244. https://revistas.uned.es/index.php/educacionXX1/article/view/34484 Abstract: “Despite the usefulness of the analysis of the perception of self-efficacy in the success and performance of teachers and students in the…
Comments closedArabaci, A., & Orbay, K. (2022). Impact of experiencing event design with Web 2.0 tools on prospective mathematics teachers. Problems of Education in the 21st Century, 80(1), 52–68. https://doi.org/10.33225/pec/22.80.52 Abstract: “In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The…
Comments closedBurke, E. A. (2021). Technological pedagogical content knowledge and classroom technology: A mixed methods study (Publication No. 28323593) [Doctoral dissertation, Concordia University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this mixed methods study was to determine if there was a correlation between the Technological Pedagogical Content Knowledge (TPACK)…
Comments closedJones, A. & Moreland, J. (2004). Enhancing practicing primary school teachers’ pedagogical content knowledge in technology. International Journal of Technology and Design Education, 14(2), 121-140. http://dx.doi.org/10.1023/B:ITDE.0000026513.48316.39 Abstract: “This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers’ pedagogical content knowledge in primary school technology…
Comments closedGonzalez, M., & Mohamad, G. A. (2022). Virtual literacy instruction: An investigation of how elementary educators exhibited TPACK during COVID-19 school closures. Journal of Pedagogical Research, 6(5), 54-88. https://doi.org/10.33902/JPR.202216914 Abstract: “This mixed-methods study primarily explored how elementary educators exhibited TPACK in their virtual literacy instruction and the challenges they faced during the…
Comments closedKartal, B. (2022). Examining preservice mathematics teachers’ technological pedagogical content knowledge development in the natural setting of a teacher preparation program. i.e.: inquiry in education, 14(2), Article 4. https://digitalcommons.nl.edu/ie/vol14/iss2/4 Abstract: “This study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting…
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