Collaborative Professional Development of Mentor Teachers and Pre-Service Teachers in Relation to Technology Integration

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research method based on classroom observations and focus group interviews (FGIs) is adopted. Additionally, data obtained from instructional plans, video-recorded classroom observations and FGIs are analyzed using a constant-comparison analysis method. Analysis results indicate that mentor teachers adjust their instruction methods when they receive the support of pre-service teachers specifically by moving from presenting technological content knowledge (TCK) to constructing various TCK bases. The pre-service teachers constantly apply TCK and technological pedagogical knowledge (TPK) to develop professionally, especially in TPACK-related technology integration concepts. Notably, the CPD program benefits pre-service teachers more than mentor teachers because the former actively seek more opportunities to apply TPACK than the latter, who simply exchange digital instructional materials.

[1]  Angelina Ambrosetti,et al.  The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships , 2010 .

[2]  Chin-Chung Tsai,et al.  Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey , 2010, J. Comput. Assist. Learn..

[3]  Margaret L. Niess,et al.  Investigating TPACK: Knowledge Growth in Teaching with Technology , 2011 .

[4]  R. Bullough,et al.  The paired-placement of student teachers: An alternative to traditional placements in secondary schools , 2008 .

[5]  R. L. Cornu,et al.  Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future , 2008 .

[6]  Wen-Chun Chen.  Professional growth during cyber collaboration between pre-service and in-service teachers , 2012 .

[7]  Janet Mancini Billson,et al.  Focus Groups: A Practical Guide for Applied Research , 1989 .

[8]  Judi Harris,et al.  What Is Technological Pedagogical Content Knowledge , 2009 .

[9]  L. Lewis.  Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 , 2010 .

[10]  Deborah Miller,et al.  Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation , 2009, Comput. Educ..

[11]  Kit‐ling Lau.  Chinese Language Teachers' Perception and Implementation of Self-Regulated Learning-Based Instruction. , 2013 .

[12]  R. L. Cornu.  Peer mentoring: engaging pre‐service teachers in mentoring one another , 2005 .

[13]  Joyce H. L. Koh,et al.  Developing Pre-Service Teachers' Technology Integration Expertise Through the Tpack-Developing Instructional Model , 2011 .

[14]  Clare E. Hite,et al.  Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience , 2005 .

[15]  D. Slaouti,et al.  Opportunities for practice and development: newly qualified teachers and the use of information and communications technologies in teaching foreign languages in English secondary school contexts , 2007 .

[16]  Nancy Carey,et al.  E. D. TABS: Academic Libraries: 2000. Washington, DC: National Center for Education Statistics , 1998 .

[17]  Ruben Vanderlinde,et al.  Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations , 2013 .

[18]  Karen Goodnough,et al.  Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions , 2009 .

[19]  William W. Powell,et al.  Using Observation to Improve Instruction. , 2005 .

[20]  Youngju Lee,et al.  Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice , 2014, Comput. Educ..

[21]  Richard E. Ferdig,et al.  Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge , 2006, Br. J. Educ. Technol..

[22]  Charles R. Graham,et al.  Diagramming TPACK in Practice: Using an Elaborated Model of the TPACK Framework to Analyze and Depict Teacher Knowledge , 2009, TechTrends.

[23]  Joshua H. Barnett,et al.  Revisiting technological pedagogical content knowledge: Exploring the TPACK framework , 2010, Comput. Educ..

[24]  Shih-Hsiung Liu.  Exploring the Instructional Strategies of Elementary School Teachers When Developing Technological, Pedagogical, and Content Knowledge via a Collaborative Professional Development Program , 2013 .

[25]  L. Eller,et al.  Key components of an effective mentoring relationship: a qualitative study. , 2014, Nurse education today.

[26]  Margaret L. Niess.  Preparing Teachers to Teach Science and Mathematics with Technology , 2001 .

[27]  M. Beaulieu,et al.  The determinants of successful collaboration: A review of theoretical and empirical studies , 2005, Journal of interprofessional care.

[28]  Faridah Pawan,et al.  Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers. , 2011 .

[29]  Irene Govender,et al.  Technology Adoption: A Different Perspective in a Developing Country , 2014 .

[30]  Laura M. O’Dwyer,et al.  Examining Teacher Technology Use , 2003 .

[31]  Liv Sundli.  Mentoring--A New Mantra for Education?. , 2007 .

[32]  Y. Goktas,et al.  A review of ICT related courses in pre-service teacher education programs , 2008 .

[33]  Sonmez Pamuk,et al.  Understanding preservice teachers' technology use through TPACK framework , 2012, J. Comput. Assist. Learn..

[34]  Ching Sing Chai,et al.  Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design , 2014, Comput. Educ..

[35]  Pablo A. Haya,et al.  Designing videogames to improve students' motivation , 2014, Comput. Hum. Behav..

[36]  Shih-Hsiung Liu,et al.  Factors related to pedagogical beliefs of teachers and technology integration , 2011, Comput. Educ..

[37]  Mieke Brekelmans,et al.  Guided work-based learning: Sharing practical teaching knowledge with student teachers , 2012 .

[38]  Mark J. Hofer,et al.  Testing a TPACK-Based Technology Integration Assessment Rubric , 2010 .

[39]  Vladimíra Spilková.  Professional Development of Teachers and Student Teachers through Reflection on Practice , 2001 .

[40]  Debra M. Freedman,et al.  The Role of Effective Mentors in Learning to Teach , 2000 .

[41]  L. Shulman.  Those Who Understand: Knowledge Growth in Teaching , 1986 .

[42]  Joyce Hwee Ling Koh,et al.  Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction , 2013 .

[43]  Pernilla Nilsson,et al.  Teaching Together and Learning Together--Primary Science Student Teachers' and Their Mentors' Joint Teaching and Learning in the Primary Classroom. , 2010 .

[44]  N. Idris,et al.  Mathematical creativity: usage of technology , 2010 .