eprintid: 10019942
rev_number: 9
eprint_status: archive
userid: 587
dir: disk0/00/01/99/42
datestamp: 2014-10-29 10:56:05
lastmod: 2017-12-07 21:35:46
status_changed: 2014-10-29 10:56:05
type: thesis
metadata_visibility: show
creators_name: Mohamad, Fitri Suraya
title: Investigating beliefs and evidence of Technological Pedagogical Content Knowledge (TPCK) in the training of teachers for educational techology in Malaysian universities
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2010.
abstract: This research explores narratives and artefacts that reflect personal conceptions and
interpretations about Teacher knowledge and the integration of Constructivism,
specifically in the teaching and learning of Educational Technology, in teacher
education programmes in Malaysian universities. Two key theories, Mishra &
Koehler's TPCK model, and Argyris & Schon's Reflective Learning theory, were
utilised as research tools to provide a protocol to acquire, analyse and discuss beliefs
and actions about technology in education. Guided by gaps and inconsistencies
revealed in reviewed current literature, this thesis produced an adapted version of the
TPCK framework and developed a methodological approach to map espoused
theories and theories-in-action of reflective narratives and classroom artefacts. New
types of teacher knowledge were subsequently introduced with the inclusion of
Constructivism into the original framework, allowing closer contextual analysis of
how the learning theory was perceived and used when teaching and learning about
technology integration. A pilot study explored the feasibility of using the proposed
methodological design, subsequently proving its usefulness to capture categories and
map findings from the research. A second study was undertaken to capture a larger
variety of data at one university. Comparable analyses were produced from both
studies, revealing complex relationships between espoused theories and theories-inaction
held by teacher educators and their student teachers. Conclusively, the research
has illuminated that Technology Knowledge was consistently over-emphasised in the
teaching and learning of the observed Educational Technology courses, neglecting
crucial exposure to and training of other knowledge types advocated in the TPCK
framework. Though deemed highly relevant by participants, the research has also
revealed that Constructivism was conceptualised at a cursory level and it was not
applied in practice in any of the observed Educational Technology courses.
date: 2010
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534789
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 416
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Mohamad, Fitri Suraya;      (2010)    Investigating beliefs and evidence of Technological Pedagogical Content Knowledge (TPCK) in the training of teachers for educational techology in Malaysian universities.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019942/1/__d6_Shared%24_SUPP_Library_User%20Services_Circulation_Inter-Library%20Loans_IOE%20ETHOS_ETHOS%20digitised%20by%20ILL_MOHAMAD%2C%20F.S.pdf