Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

Autor/inn/en	Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad
Titel	Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 9 (2013) 1, S.36-49 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Problem Based Learning; Trainees; Pedagogical Content Knowledge; Teaching Skills; Technology Integration; Integrated Activities; Quasiexperimental Design; Elementary School Curriculum; Theory Practice Relationship; Mathematical Concepts; Multivariate Analysis; Pretests Posttests; Scores; Problem Solving; Student Teaching; Achievement Gains; Educational Technology; Student Teachers; Educational Practices; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Auszubildender; Weibliche Auszubildende; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Integrierender Unterricht; Theorie-Praxis-Beziehung; Multivariate Analyse; Problemlösen; Teaching practice; Unterrichtspraxis; Achievement gain; Leistungssteigerung; Unterrichtsmedien; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungspraxis; Ausland
Abstract	Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problem-based learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01