Learning-by-doing in a professional learning community: Technological pedagogical and content knowledge development of Hong Kong university teaching staff

Learning-by-doing in a professional learning community: Technological pedagogical and content knowledge development of Hong Kong university teaching staff

• Su, Fan Shanghai Normal University
• Zou, Di Lingnan University
• Wang, Lixun The Education University of Hong Kong

Asia Pacific Education Review, 2023

Springer

2023

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Learning-by-doing Professional Learning Community TPACK Teacher Professional Development Blended Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

To prepare teachers for blended teaching, this study proposed ongoing teacher professional development activities that utilize the learning-by-doing approach within a professional learning community with the objective of developing the technological, pedagogical, content knowledge (TPACK) of teachers. The study explored the TPACK of 11 teachers and their perceptions of blended teaching through interviews and questionnaires. Analyses of interview data demonstrated that teachers perceived the technological benefits (e.g., supporting citywide resources) but noted that the teacher professional development training required high levels of self-regulation skills. The questionnaire results indicated significant improvements in TPACK, TCK, and TPCK but not for other dimensions of TPACK. Lastly, the study presented discussions and implications accordingly. Copyright © 2023 Education Research Institute, Seoul National University.

• English

Journal Articles

• 15981037

• 10.1007/s12564-023-09918-1

https://bibliography.lib.eduhk.hk/bibs/09be9333

2024-06-17