Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania

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dc.contributor.authorKafyulilo, Ayoub C.
dc.contributor.authorFisser, Petra
dc.contributor.authorVoogt, Joke
dc.date.accessioned2016-08-15T07:43:57Z
dc.date.available2016-08-15T07:43:57Z
dc.date.issued2013
dc.description.abstractThis study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee secondary schools. From each school 10 teachers participated in the professional development program intended to develop TPACK. Four supports were provided during the professional development program: collaboration guidelines, online learning materials, exemplary lessons and human support (an expert). The pre and post intervention assessment of teachers’ perceived and observed knowledge and skills of integrating technology in teaching was done through questionnaire and interview. Other data collection instruments were observation checklist and focus group discussion. Findings revealed a significant different between the pre and post intervention teachers’ TPACK. Through support, teachers’ discussions in the design teams were precise, focused to the goals of the meeting and time efficient.en_US
dc.identifier.citationKafyulilo, A., Fisser, P.H.G. and Voogt, J.M., 2013. Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3499
dc.language.isoenen_US
dc.titleSupporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzaniaen_US
dc.typeConference Proceedingsen_US
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