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Implementation of an Andragogical Teacher Professional Development Training Program for Boosting TPACK in STEM Education: The Essential Role of a Personalized Learning System

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Title: Implementation of an Andragogical Teacher Professional Development Training Program for Boosting TPACK in STEM Education: The Essential Role of a Personalized Learning System
Language: English
Authors: Chaipidech, Pawat, Kajonmanee, Tanachai, Chaipah, Kornchawal, Panjaburee, Patcharin, Srisawasdi, Niwat
Source: Educational Technology & Society. Oct 2021 24(4):220-239.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Secondary Education
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Andragogy, Faculty Development, STEM Education, Secondary School Teachers, Foreign Countries, Program Effectiveness, Educational Technology, Technology Uses in Education
Geographic Terms: Thailand
ISSN: 1436-4522
Abstract: Several previous studies have indicated that teachers require knowledge to enhancing technology-integrated instructional practices for representing and formulating the content to students. Therefore, the technological pedagogical content knowledge (TPACK) framework is essential for advancing teacher professional development (TPD) programs while using technology-integrated teaching. Moreover, personalized learning systems have been increasingly recommended to improve the quality of professional teacher development. This TPD study was based on andragogy theory and the TPACK framework. This study implemented an andragogical TPD outreach program integrating a TPACK-oriented personalized learning system as a 2-year face-to-face training mode for TPACK-focused science, technology, engineering, and mathematics (STEM) education to in-service STEM teachers from secondary schools in northeastern Thailand. They were employing a pre-post intervention design method, this paper reports on an ongoing longitudinal investigation of the influence of the TPD program, disseminated in four 2-day intensive training workshops, on 153 in-service teachers' TPACK development. The study measured participants' changes of the cognitive outcome on how to teach STEM situation-related photosynthesis, friction, light and vision, and composite materials with digital technology using multiple-choice TPACK tests embedded in the proposed personalized learning system. The results showed in-service STEM teachers' incremental TPACK improvement from the implementation of the TPD intervention. The results indicate the alleged superiority of the integrated personalized learning system as a critical part of promoting TPACK development in STEM education.
Abstractor: As Provided
Entry Date: 2021
Access URL: https://www.j-ets.net/collection/published-issues/24_4
Accession Number: EJ1318675
Database: ERIC
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  Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
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  Data: Several previous studies have indicated that teachers require knowledge to enhancing technology-integrated instructional practices for representing and formulating the content to students. Therefore, the technological pedagogical content knowledge (TPACK) framework is essential for advancing teacher professional development (TPD) programs while using technology-integrated teaching. Moreover, personalized learning systems have been increasingly recommended to improve the quality of professional teacher development. This TPD study was based on andragogy theory and the TPACK framework. This study implemented an andragogical TPD outreach program integrating a TPACK-oriented personalized learning system as a 2-year face-to-face training mode for TPACK-focused science, technology, engineering, and mathematics (STEM) education to in-service STEM teachers from secondary schools in northeastern Thailand. They were employing a pre-post intervention design method, this paper reports on an ongoing longitudinal investigation of the influence of the TPD program, disseminated in four 2-day intensive training workshops, on 153 in-service teachers' TPACK development. The study measured participants' changes of the cognitive outcome on how to teach STEM situation-related photosynthesis, friction, light and vision, and composite materials with digital technology using multiple-choice TPACK tests embedded in the proposed personalized learning system. The results showed in-service STEM teachers' incremental TPACK improvement from the implementation of the TPD intervention. The results indicate the alleged superiority of the integrated personalized learning system as a critical part of promoting TPACK development in STEM education.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 220
    Subjects:
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Andragogy
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      – SubjectFull: Faculty Development
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      – SubjectFull: STEM Education
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Thailand
        Type: general
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      – TitleFull: Implementation of an Andragogical Teacher Professional Development Training Program for Boosting TPACK in STEM Education: The Essential Role of a Personalized Learning System
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