<abstract xmlns="http://www.w3.org/1999/xhtml"><p> In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can be more or less correlated depending on the teacher’s individual profile. They are always present, but they do not necessarily have the same weighting. In order to test the potential differences between teachers’ profiles, we designed a questionnaire, which tested our model’s components, and the relationships between them. This questionnaire was initially submitted to a group of teachers with whom we were familiar, to ensure the questions were understandable and that, based on what we already knew of the teachers’ characteristics, the profiles that emerged were reliable. A second test was then carried out, which we used to compare the answers of university and non-university level teachers, based in the two institutions in which we work. This second questionnaire was used to test the consistency of responses, and the correlations between the model’s different dimensions. Having analysed the outcome of these questionnaires, it appears that “pedagogical knowledge” is significantly correlated with the other three dimensions. This consolidated framework has helped us to build a system of education development coaching for teaching practices that use technology widely.</p></abstract>

In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can be more or less correlated depending on the teacher’s individual profile. They are always present, but they do not necessarily have the same weighting. In order to test the potential differences between teachers’ profiles, we designed a questionnaire, which tested our model’s components, and the relationships between them. This questionnaire was initially submitted to a group of teachers with whom we were familiar, to ensure the questions were understandable and that, based on what we already knew of the teachers’ characteristics, the profiles that emerged were reliable. A second test was then carried out, which we used to compare the answers of university and non-university level teachers, based in the two institutions in which we work. This second questionnaire was used to test the consistency of responses, and the correlations between the model’s different dimensions. Having analysed the outcome of these questionnaires, it appears that “pedagogical knowledge” is significantly correlated with the other three dimensions. This consolidated framework has helped us to build a system of education development coaching for teaching practices that use technology widely.

Tpdk, a New Definition of the Tpack Model for a University Setting

Université catholique de Louvain, 1 place de l’Université, 1348 Louvain-la-Neuve, Belgium

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Tpdk, a New Definition of the Tpack Model for a University Setting"}

In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a...

Tpdk, a New Definition of the Tpack Model for a University Setting

Online veröffentlicht: 03. März 2015

Seitenbereich: 15 - 39

DOI: https://doi.org/10.2478/eurodl-2014-0017

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.