Analysis of B.Ed. program in the context of TPACK framework: a case study of Allama Iqbal Open University, Islamabad

Authors

Mussarat Iqbal School of Education, Shaanxi Normal University, Xian, Shaanxi, China. https://orcid.org/0000-0003-4921-204X
Nadia Rehman School of Education, Shaanxi Normal University, Xian, Shaanxi, China. https://orcid.org/0000-0002-4172-625X
Li Yangpin School of Education, Shaanxi Normal University, Xian, Shaanxi, China.

DOI:

https://doi.org/10.47264/idea.jhsms/4.1.14

Keywords:

education, educators, distance learning, distance education, professional education, teacher education, pedagogy, curriculum, content analysis

Abstract

The essence of educational excellence often hinges on the calibre of its educators. An educator's prowess is best reflected through their continuous learning journey, initial educational experiences and ongoing professional training. In this manuscript, we have focused on the incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework within the Bachelor of Education (B.Ed.) curriculum (1.5 years degree) at the Allama Iqbal Open University (AIOU), Islamabad, Pakistan. By meticulously analysing these pertinent program documents, we seek to uncover the depth of TPACK's integration and its role in nurturing the growth of budding educators. The analysis focused on course outlines, learning materials, and assessments, among other things, to identify TPACK concepts and strategies. The findings of the study indicate that the B.Ed. program (1.5 years) consists of sixteen courses over three semesters; however, none are related to integrating technology into teaching and learning. Four courses are related to integrating technology in the teaching and learning process in the last category but are optional. A potential avenue for future research is comparing the B.Ed. program (1.5 years) at AIOU with similar programs at other universities, both within the country and internationally.

References

Agyei, D., & Voogt, J. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers' use of technology. Computers & Education, 56, 91–100. https://doi.org/10.1016/j.compedu.2010.08.017 DOI: https://doi.org/10.1016/j.compedu.2010.08.017

Ainley, J., & Luntley, M. (2007). Towards an articulation of expert classroom practice. Teaching and teacher education, 23(7), 1127–1138. https://doi.org/10.1016/j.tate.2006.09.002 DOI: https://doi.org/10.1016/j.tate.2006.09.002

Baran, E., Chuang, H.-H., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology, 10(4), 370–377.

Brown, P., Friedrichsen, P., & Abell, S. (2012). The development of prospective secondary Biology teachers PCK. Journal of Science Teacher Education, 24(1) 133-155. https://doi.org/10.1007/s10972-012-9312-1 DOI: https://doi.org/10.1007/s10972-012-9312-1

Bubb, S. (2004). The insider's guide to early professional development: Succeed in your first five years as a teacher. Routledge. https://www.routledge.com/The-Insiders-Guide-to-Early-Professional-Development-Succeed-in-Your-First/Bubb/p/book/9780415334945

Cohen, R., & Yarden, A. (2009). Experienced junior-high-school teachers' PCK in Light of a curriculum change: "The Cell is to be studied longitudinally." Research in Science Education, 39, 131–155. https://doi.org/10.1007/s11165-008-9088-7 DOI: https://doi.org/10.1007/s11165-008-9088-7

Cresswell, J. W. (2003). Research design: qualitative and quantitative and mixed approaches (2nd ed.). Sage.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. Jossey-Bass, A Wiley Imprint. https://psugtep.pbworks.com/f/Preparing%20Teachers%20for%20a%20Changing%20World.pdf

Dilworth, P. P., Donaldson, A., George, M., Knezek, D., Searson, M., Starkweather, K., Strutchens, M., Tillotson, J., & Robinson, S. (2012). Editorial: preparing teachers for tomorrow's technologies. 12. DOI: https://doi.org/10.1007/s11528-012-0581-5

Fazal, S., Khan, M. I., & Majoka, M. I. (2014). Teacher education in transition: a reform program in initial teacher education in Pakistan. In Annual Review of Comparative and International Education 2014. 25, 357–378. https://doi.org/10.1108/S1479-367920140000025020 DOI: https://doi.org/10.1108/S1479-367920140000025020

Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining Biology teachers' prior Knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357–383. https://doi.org/10.1002/tea.20283 DOI: https://doi.org/10.1002/tea.20283

Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376. https://doi.org/10.1002/sce.20428 DOI: https://doi.org/10.1002/sce.20428

Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into preservice teacher education programs. Educational Technology & Society, 12(1), 193–204. https://www.jstor.org/stable/jeductechsoci.12.1.193

Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Columbia University. https://lccn.loc.gov/90038509

Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. https://doi.org/10.3102/0013189X015005005 DOI: https://doi.org/10.3102/0013189X015005005

Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press.

Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 DOI: https://doi.org/10.1080/15391523.2011.10782570

Hatton, E. (1992). Shaping Australian teacher education: teacher educators' AARE research interests. The Australian Educational Researcher, 19(1), 29–44. https://doi.org/10.1007/BF03219502 DOI: https://doi.org/10.1007/BF03219502

Henze, I., van Driel, J. H., & Verloop, N. (2007). Science teachers' knowledge about teaching models and modelling in the context of a new syllabus on public understanding of science. Research in Science Education, 37(2), 99–122. https://doi.org/10.1007/s11165-006-9017-6 DOI: https://doi.org/10.1007/s11165-006-9017-6

Iqbal, M. J., & Ahmad, M. (2010). Enhancing Quality of Education Through E-Learning: the case study of Allama Iqbal Open University. Turkish Online Journal of Distance Education, 11(1). https://dergipark.org.tr/en/download/article-file/156081

Iqbal, M., Yanping, L., Rehman, N., & Khalid, M. S. (2022). Challenges to the pre-service teachers and enabling their TPACK knowledge during B.Ed. Degree program of AIOU, Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 6(1). https://doi.org/10.47264/idea.lassij/6.1.14 DOI: https://doi.org/10.47264/idea.lassij/6.1.14

Jumani, N. B., Rahman, F., Chishti, S. H., & Malik, S. (2011). Teachers Training through Distance Mode in Allama Iqbal Open University (AIOU) Pakistan: a case study. Turkish Online Journal of Distance Education, 12(2), 76–90. https://dergipark.org.tr/en/pub/tojde/issue/16904/176253

Kausar, G., & Akhtar, R. N. (2013). Teachers’ perception regarding the effect of curriculum and examination system on Pakistani college students. English language performance. Journal of Education and Practice, 4(1), 152. https://core.ac.uk/download/pdf/234633896.pdf

Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education. Journal of Research on Technology in Education, 38, 383–408. https://doi.org/10.1080/15391523.2006.10782466 DOI: https://doi.org/10.1080/15391523.2006.10782466

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 DOI: https://doi.org/10.1177/002205741319300303

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. ICT integrated teacher education: A resource book, 2-7. https://journals.sagepub.com/doi/abs/10.1111/j.1467-9620.2006.00684.x

Koh, J., & Divaharan, S. (2011). Developing Preservice Teachers' Technology Integration Expertise Through the TPACK-Developing Instructional Model. Journal of Educational Computing Research, 44, 35–58. https://doi.org/10.2190/EC.44.1.c DOI: https://doi.org/10.2190/EC.44.1.c

Lee, E., & Luft, J. A. (2008). Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), 1343–1363. https://doi.org/10.1080/09500690802187058 DOI: https://doi.org/10.1080/09500690802187058

Magnusson, S., Krajcik, J., & Borko, H. (2002). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge, 6, 95–132. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47217-1_4 DOI: https://doi.org/10.1007/0-306-47217-1_4

Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association. 1, 16. http://www.matt-koehler.com/publications/Mishra_Koehler_AERA_2008.pdf

Mujahid, Y. H. (2002). Digital opportunity initiative for Pakistan. The Electronic Journal of Information Systems in Developing Countries, 8(1), 1-14. https://doi.org/10.1002/j.1681-4835.2002.tb00050.x DOI: https://doi.org/10.1002/j.1681-4835.2002.tb00050.x

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.00 DOI: https://doi.org/10.1016/j.compedu.2010.06.002

Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching? Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. https://doi.org/10.1007/s11165-009-9163-8 DOI: https://doi.org/10.1007/s11165-009-9163-8

Rehman, N., Zhang, W., & Iqbal, M. (2021). The use of technology for online classes during the global pandemic: Challenges encountered by the schoolteachers in Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 5(2). https://doi.org/10.47264/idea.lassij/5.2.13 DOI: https://doi.org/10.47264/idea.lassij/5.2.13

Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01914-5 DOI: https://doi.org/10.1057/s41599-023-01914-5

Sang, G., Valcke, M., Braak, J. van, & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.0 DOI: https://doi.org/10.1016/j.compedu.2009.07.010

Stake, R. (1995) Case Researcher Roles, the Art of Case Study Research. Sage.

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 DOI: https://doi.org/10.3102/0013189X015002004

Tondeur, J., Roblin, N. N. P., Braak, J. van, Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational Studies, 39(2), 239–243. https://doi.org/10.1080/03055698.2012.713548 DOI: https://doi.org/10.1080/03055698.2012.713548

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. M. Wildemuth (Ed.). Applications of social research methods to questions in information and library science, libraries unlimited. 1-12. https://www.ischool.utexas.edu/~yanz/Content_analysis.pdf

Downloads

PDF (View/Download)

Published

2023-06-30

How to Cite

Iqbal, M., Rehman, N., & Yangpin, L. (2023). Analysis of B.Ed. program in the context of TPACK framework: a case study of Allama Iqbal Open University, Islamabad. Journal of Humanities, Social and Management Sciences (JHSMS), 4(1), 199–224. https://doi.org/10.47264/idea.jhsms/4.1.14