Share Paper: Transforming Classroom Practices through Teachers’ Learning of TPACK: The Case of In-service Teachers at Kibasila Secondary School in Tanzania

  1. Ayoub Kafyulilo, University of Twente, Tanzania
  2. Petra Fisser, University of Twente, Netherlands
  3. Joke Voogt, University of Twente, Netherlands
Monday, March 5 11:30 AM-12:30 PM Capitol E

Abstract: This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on ...