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Computer-Supported Teacher Development of Pedagogical Content Knowledge through Developing School-Based Curriculum

Yih-Ruey Juang, Tzu-Chien Liu and Tak-Wai Chan
Journal of Educational Technology & Society
Vol. 11, No. 2, Context-Aware and Ubiquitous Learning (April 2008), pp. 149-170
Stable URL: http://www.jstor.org/stable/jeductechsoci.11.2.149
Page Count: 22
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Article
References
Computer-Supported Teacher Development of Pedagogical Content Knowledge through Developing School-Based Curriculum
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Abstract

ABSTRACT Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of the models for enhancing teachers' PCK focus on individual teachers or teacher groups, and there is less chance of receiving support from the school leadership and institutional resources. This study proposes a development model for PCK known as the 3C-model and implements a support system for it, known as EDUPLAN. The model engages teachers in collaboratively constructing and sharing a knowledge-base of lesson plans with the involvement of different levels of school members for their school's curriculum. Through the process of school-based curriculum development, the model was found to increase teacher PCK and collaboration. Finally, the supporting system is found to be capable of enhancing performance in lesson plan construction and revision and thus the efficiency of PCK development.

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