Role of Knowledge Analysis in Learning Technology Training for the Professional Development of Teachers Fitri Mohamad & Martin Oliver Institute of Education, University of London

Motivation Personal experience as teacher educator, and keen interest to develop teaching skills in technology Gap in literature: –Focus on technical training –Lack of research on content and pedagogical aspects in technology integration –Lack of research on impact of technology in the Teacher Training context –Multiple perspectives about concept of teaching and role of teacher educator, within teacher training and in higher education contexts

The Blind Spot? Shulman (1986) talked about missing paradigm between Content and Pedagogical Knowledge With technology presence in education, Mishra & Koehler added Technology component, creating… Technology Knowledge (TK) Technological Content Knowledge (TCK) Technological Pedagogical Knowledge (TPK) Technological Pedagogical Content Knowledge (TPCK)

Teacher Knowledge Mishra and Koehler, 2006

The target groups for Pilot Study UNIVERSITY Y Public university Delivery: f2f + Distance learning Established since 1970s Residential & distance learning Intake: in-service and pre-service teachers Full-time tenured faculty UNIVERSITY X Private university Delivery: mostly online (minimal f2f) Established less than 5 years Distance learning only Intake: in-service teachers only Part-time tutors who are full-time faculty at other universities/colleges

University X: Teacher Educator narratives University X: Student Teacher narratives

University Y: Teacher Educator narrativesUniversity Y: Student Teacher narratives

Lessons learned Insider perspective into how teachers are trained to use educational technology Systematic approach to interpret and analyse narratives Data shows heavy emphasis on technology knowledge Strong assumptions that Content, Pedagogy & Technology are covered in balance with each other

Lessons Learned Similarities between two different learning institutions (f2f versus distance/e-learning) Social and power relations among teacher educators and student teachers Gaps between what is known and what is implemented Mismatch between theory and actual classroom practice

The challenge ahead To investigate and understand –Relationships and gaps between narratives, artefacts and classroom practice –Refine classification of “Content Knowledge” within a teacher education setting (discipline knowledge versus teacher-training- centric knowledge)

THANK YOU Fitri Mohamad Martin Oliver Institute of Education, University of London