Teachers Noticing Quality of Pedagogical Content Knowledge Based on Technological Integration of KARDS: A Qualitative Investigation
Subject Areas :
Farzaneh Rahimzadeh
1
,
Ahmad Mohseni
2
,
Ghafour Rezaie
3
1 -
2 -
3 -
Keywords: Knowledge Integration, Pedagogical content knowledge, Teacher Quality,
Abstract :
The present study explores Iranian EFL teachers’ noticing the quality of pedagogical content knowledge and the suggested standards for integrating teachers` knowledge from teachers’ standpoints. The participants included 15 female and male EFL teachers aged 34 to 45 teaching in universities and institutes in Tehran and Karaj. To collect the data, semi-structured interviews were held. It was a WhatsApp-based interview and the data were analyzed through content analysis. The results of data analyses indicated that the participants noticed the teachers' knowledge integration, technological integration, pedagogy integration, contextual gaps, reflection-based analyzing reasoning-based seeing. Most of the participants have a positive vision of technology and knowledge integration. The consequences of the study showed a shift from pedagogical standpoints toward cybergogy and heutagogy stances to maximize the teacher quality and pedagogical content knowledge. The interview procedure was the first phase of developing an integrated questionnaire to assess teachers` knowledge.
Auerbach, C. E., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis . New York University Press.
Bandhana, B. (2012). Integration of infor-mation and communication technologies in enhancing teaching and learning. Contemporary Educational Technology, 3 (2), 130–140.
Barnhart, T., & van Es, E. A. (2015). Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education, 45 , 83–93. https://doi.org/10.1016/j.tate.2014.09.006
Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29 (2), 83–101. https://doi.org/10.1080/1046560X.2018.1428636
Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 59 , 28–44. https://doi.org/10.1016/j.tate.2016.05.005
Benedict-Chambers, A., & Aram, R. (2017). Tools for teacher noticing: Helping preservice teachers notice and analyze student thinking and scientific practice use. Journal of Science Teacher Education, 28 (3), 294–318. https://doi.org/10.1080/1046560X.2017.1305287
Bernstein, B. (1975). Class, codes and con-trol: Towards a theory of educational transmissions . Routledge.
Biesta, G. J. J. (2014). The beautiful risk of education . Routledge.
Biesta, G. J. J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50 (1), 75–87. https://doi.org/10.1111/ejed.12105
Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and Teacher Education, 17 (4), 527–546. https://doi.org/10.1016/S0742-051X(01)00012-1
Colaizzi, P. (1978). Psychological research as a phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48–71). Open University Press.
Collinson, V. (1999). Redefining teacher excellence. Theory into Practice, 38 (1), 4–11. https://doi.org/10.1080/00405849909543825
Curtis, E. (2015). The values dimension of quality teachers: Can we prepare pre-service teachers for this? Athens Journal of Education, 2 (4), 313–330. https://doi.org/10.30958/aje.2-4-3
Darling-Hammond, L. (2017). Empowered educators . Jossey-Bass.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Association for Supervision and Curriculum Development.
DeJonckheere, M., & Vaughn, L. M. (2019). Semi-structured interviewing in primary care research: A balance of relationship and rigor. Family Medicine and Community Health, 7 (2), 128–139. https://doi.org/10.1136/fmch-2018-000054
Dornyei, Z. (2007). Research methods in applied linguistics . Oxford University Press.
Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). Routledge.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15 (9), 1277–1288. https://doi.org/10.1177/1049732305276687
Jacinta A. O. (2011). Bajah’s model and of the teaching and learning of integrated science. Journal of Basic & Applied Sciences, 3 (1), 1–5.
Jamshed, S. (2014). Qualitative research method—Interviewing and observation. Journal of Basic and Clinical Pharmacy, 5 (4), 87–88. https://doi.org/10.4103/0976-0105.143151
Linn, M. C., Eylon, B.-S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 29–46). Erlbaum.
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4 (2), 291–315. https://doi.org/10.1515/applirev-2013-0014
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices . Routledge.
Merleau-Ponty, M. (1962). The phenomenology of perception (C. Smith, Trans.). Routledge and Kegan Paul.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054.
Richard, K. R., & Wallace, J. D. (2011). Predictors of technology integration in education: A study of anxiety and innovativeness in teacher preparation. Journal of Literacy and Technology, 12 (2), 28–61.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4–14. https://doi.org/10.3102/0013189X015002004 Streubert, H. J., & Carpenter, D. R. (1999). Qualitative research in nursing: Advancing the humanistic imperative (2nd ed.). Lippincott.
Tuba, P. Y., Shuman, L., & Besterfield-Sacre, M. (2010). Model-Eliciting Activities: Assessing engineering student problem-solving and skill integration processes. International Journal of Engineering Education, 26 (4), 831–845.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10 (4), 571–596.
Willermark, S., & Pareto, L. (2020). Unpacking the role of boundaries in computer-supported collaborative teaching. Computer Supported Cooperative Work (CSCW), 29, 743–767. https://doi.org/10.1007/s10606-020-09383-7
York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (1996). Reflective practice to improve schools: An action guide for educators (2nd ed.). Corwin Press.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction . Lawrence Erlbaum Associates.
