The Alignment of Teacher Education Programs with the TPACK Framework and Their Readiness to Prepare Pre-Service Teachers to Integrate Technology in Their Future Teaching

Identificador:  TDX:4384

Handle: https://hdl.handle.net/20.500.11797/TDX4384

Autores:  Khalifeh Mohamad, Jihan

Resumen:
This research aims at studying the alignment of teacher education programs (TEP) in one private university in Lebanon with the TPACK framework and their readiness to prepare pre-service teachers to integrate technology in their future teaching. A mixed-method triangulation approach was adopted. The TPACK survey was filled out by 187 pre-service teachers and 52 in-service teachers. Interviews were conducted with 6 administrators, 21 teacher educators, 20 in-service teachers, and 57 pre-service teachers, in addition to document analysis of 45 syllabi of both undergraduate and graduate TEP courses. The survey results show that both pre-service and in-service teachers have a positive perception of their own TPACK level and that there are no significant differences in the TPACK scores between them. The interviews highlight some major impediments to integrating technology at the national, institutional, teacher, and student levels. They also provide some recommendations related to the teaching and learning process and others related to conducting workshops and trainings and revisiting the TEP curriculum. In addition, the syllabi analysis shows that the TPACK construct was never addressed in any course outcome, contrary to CK, which was addressed in all syllabi, followed by PK and PCK. A major conclusion of this present study is that the TEP at this university doesn’t fully align with the TPACK framework, especially when it comes to the pedagogy of using technology and to the intersection of the three constructs, or the TPACK.