Experiences and Practices of STEM Teachers through the Lens of TPACK

Autor/inn/en	Morales, Marie Paz E.; Avilla, Ruel A.; Sarmiento, Celina P.; Anito, Jovito C., Jr.; Elipane, Levi E.; Palisoc, Caesar P.; Palomar, Brando C.; Ayuste, Thaddeus Owen D.; Ramos-Butron, Benilda
Titel	Experiences and Practices of STEM Teachers through the Lens of TPACK
Quelle	19 (2022) 1, S.233-252 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Morales, Marie Paz E.) ORCID (Avilla, Ruel A.) ORCID (Sarmiento, Celina P.) ORCID (Anito, Jovito C., Jr.) ORCID (Elipane, Levi E.) ORCID (Palisoc, Caesar P.) ORCID (Palomar, Brando C.) ORCID (Ayuste, Thaddeus Owen D.) ORCID (Ramos-Butron, Benilda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	STEM Education; Pedagogical Content Knowledge; Technological Literacy; Teaching Methods; College Faculty; Foreign Countries; Technology Integration; Technology Uses in Education; Teacher Attitudes; Faculty Development; Quality Assurance; Philippines + Suchen Sie Ihr Suchwort? STEM; Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Qualitätssicherung; Philippinen
Abstract	The study used the TPACK (technological pedagogical content knowledge) framework to determine the STEM teacher's experiences and practices. Data were sourced through interviews, classroom observations, and document analysis from purposively selected 106 STEM teachers (from randomly identified universities/colleges of the 17 regions of the country). Three frameworks: Policies Standards and Guidelines (PSGs), Philippine Professional Standards for Teachers [PPST], and TPACK guided the analysis of the qualitative data. Exploratory design developed the visualization for the three education domains (pedagogy, assessment and technology integration) that represent teachers' experiences and practices. Findings revealed that teachers characterized the unique attributes of the domains defining the individual visualizations of these education domains. Re-thematization provided an image for the Philippine higher education responsive model (PHERM) which showed that STEM teachers develop one knowledge construct of TPACK at a time, the last being integrating technology. The developed model of STEM teachers' experiences and practices is envisioned to track and enhance the competencies of teachers to deliver 21st century-skilled STEM workforce for the country. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01