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Title: Investigating beliefs and evidence of Technological Pedagogical Content Knowledge (TPCK) in the training of teachers for educational techology in Malaysian universities
Author: Mohamad, Fitri Suraya
ISNI:       0000 0004 2701 9019
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2010
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This research explores narratives and artefacts that reflect personal conceptions and interpretations about Teacher knowledge and the integration of Constructivism, specifically in the teaching and learning of Educational Technology, in teacher education programmes in Malaysian universities. Two key theories, Mishra & Koehler's TPCK model, and Argyris & Schon's Reflective Learning theory, were utilised as research tools to provide a protocol to acquire, analyse and discuss beliefs and actions about technology in education. Guided by gaps and inconsistencies revealed in reviewed current literature, this thesis produced an adapted version of the TPCK framework and developed a methodological approach to map espoused theories and theories-in-action of reflective narratives and classroom artefacts. New types of teacher knowledge were subsequently introduced with the inclusion of Constructivism into the original framework, allowing closer contextual analysis of how the learning theory was perceived and used when teaching and learning about technology integration. A pilot study explored the feasibility of using the proposed methodological design, subsequently proving its usefulness to capture categories and map findings from the research. A second study was undertaken to capture a larger variety of data at one university. Comparable analyses were produced from both studies, revealing complex relationships between espoused theories and theories-inaction held by teacher educators and their student teachers. Conclusively, the research has illuminated that Technology Knowledge was consistently over-emphasised in the teaching and learning of the observed Educational Technology courses, neglecting crucial exposure to and training of other knowledge types advocated in the TPCK framework. Though deemed highly relevant by participants, the research has also revealed that Constructivism was conceptualised at a cursory level and it was not applied in practice in any of the observed Educational Technology courses.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available