Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Etr&d-Educational Technology Research and Development Pub Date : 2023-10-09 DOI:10.1007/s11423-023-10295-0
Mengyuan Chen, Ching-sing Chai, Morris Siu-Yung Jong
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Abstract

Abstract The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding SVVR-supported writing instruction. Twenty-one secondary school teachers participated in this study and conducted one semester of SVVR-supported writing lessons. Data were collected through semi-structured interviews, and the interview transcriptions were analyzed using content analysis to explore the association between the teaching conceptions and TPACK. Teaching conceptions were classified into three orientations, namely skill, community, and identity, to reflect the teachers’ teaching focuses. TPACK was classified into three categories, namely Replacement, Amplification, and Transformation, to indicate the levels of integrating SVVR into the writing lessons. The results showed that teachers with students’ identity-focused conceptions shaped their TPACK at the Transformation level of SVVR integration. Teachers with community-focused conceptions developed students’ emotional connections with people and places through their TPACK for deeper writing. Teachers with skill-focused conceptions, on the other hand, shaped their TPACK at the Replacement level that replaced the existing teaching activities and resources with SVVR to teach students writing skills. The findings suggest that teachers may need to shift the conceptions of writing instruction toward identity orientation to develop transformative TPACK.

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教学理念在课程设计中的实现:教学理念如何塑造基于球形视频的虚拟现实支持的写作教学
基于球形视频的虚拟现实(SVVR)在写作教育中的有效应用取决于教师的课程设计,而教师的课程设计深受其技术教学和内容知识(TPACK)的影响。然而,作为影响教师教学重心的根本观点,教学观念如何塑造教师的TPACK尚不明确。本研究旨在探讨教师的观念如何塑造他们在svvr支持的写作教学中的TPACK。21名中学教师参与了本研究,并进行了一学期svvr支持的写作课程。采用半结构化访谈法收集数据,采用内容分析法对访谈文字进行分析,探讨教学观念与TPACK之间的关系。将教学理念分为技能、社区和身份三个取向,以反映教师的教学重点。TPACK分为替换(Replacement)、放大(Amplification)和转换(Transformation)三类,以表明SVVR融入写作课程的程度。结果表明,具有学生身份关注概念的教师在SVVR整合的转化层面塑造了他们的TPACK。以社区为中心的教师通过他们的TPACK培养学生与人和地方的情感联系,以进行更深入的写作。另一方面,以技能为中心的教师在替代层面塑造了他们的TPACK,用SVVR取代现有的教学活动和资源来教授学生写作技能。研究结果表明,教师可能需要将写作教学的概念转向身份导向,以发展变革性的TPACK。
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来源期刊
Etr&d-Educational Technology Research and Development
Etr&d-Educational Technology Research and Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
4.00%
发文量
94
期刊介绍: Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.
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