Nguyen Giang N H, Bower Matt, Stevenson Michael
Hanoi University, Hanoi, Vietnam.
School of Education, Macquarie University, Sydney, Australia.
Educ Inf Technol (Dordr). 2022;27(6):8235-8264. doi: 10.1007/s10639-022-10932-w. Epub 2022 Mar 3.
Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or 'D-TPACK' framework were proposed to support pre-service teachers' learning design practices.
分析职前教师与技术、教学法和学科内容知识（TPACK）框架相关的学习设计对话，以了解他们的学习设计实践，这一领域仍未得到探索。本文呈现了一项关于职前教师设计话语研究的结果，该研究确定了在他们协作设计技术增强课程期间TPACK要素是如何被运用的。通过对两个周期内81次设计对话的主题分析，发现职前教师在设计对话中讨论了与设计相关的问题、TPACK要素和情境，其中对与设计相关问题的提及占主导，单个TPACK要素大量出现，而整合的TPACK要素和情境出现频率较低。文中提出了实用建议以及一个设计TPACK或“D - TPACK”框架，以支持职前教师的学习设计实践。
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