Abstract
The current study aimed to assess whether teachers’ pedagogical technologicalknowledge (PTK) differed significantly after they participated in a professionaldevelopment (PD) program based on Community of Inquiry (CoI) practices. It furthersought to examine the effect of teachers' personal characteristics on the developmentof their PTK components. Forty-two middle school mathematics teachers participatedin the study. Data collected using Thomas and Palmer's PTK questionnaire underwentstatistical analysis. The results indicate that teachers’ PTK components differedsignificantly after they participated in a CoI PD program, with the exception of thecontent knowledge component. Background variables had an impact on thedevelopment of some PTK components among the participants in the CoI PD program.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education |
| Editors | Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale |
| Place of Publication | Pretoria, South Africa |
| Publisher | PME |
| Pages | 17-24 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Electronic) | 9780639821535 |
| ISBN (Print) | 9780639821528 |
| State | Published - 2019 |
| Event | 43rd Conference of the International Group for the Psychology of Mathematics Education - Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 http://www.igpme.org/publications/current-proceedings/ |
Conference
| Conference | 43rd Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/07/19 → 12/07/19 |
| Internet address |