Learning-by-doing in a professional learning community: technological pedagogical and content knowledge development of Hong Kong university teaching staff

Fan SU, Di ZOU*, Lixun WANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

Abstract

To prepare teachers for blended teaching, this study proposed ongoing teacher professional development activities that utilize the learning-by-doing approach within a professional learning community with the objective of developing the technological, pedagogical, content knowledge (TPACK) of teachers. The study explored the TPACK of 11 teachers and their perceptions of blended teaching through interviews and questionnaires. Analyses of interview data demonstrated that teachers perceived the technological benefits (e.g., supporting citywide resources) but noted that the teacher professional development training required high levels of self-regulation skills. The questionnaire results indicated significant improvements in TPACK, TCK, and TPCK but not for other dimensions of TPACK. Lastly, the study presented discussions and implications accordingly.
Original languageEnglish
JournalAsia Pacific Education Review
DOIs
Publication statusE-pub ahead of print - 6 Dec 2023

Bibliographical note

Publisher Copyright:
© 2023, Education Research Institute, Seoul National University.

Keywords

  • Blended learning
  • Learning-by-doing
  • Professional learning community
  • TPACK
  • Teacher professional development

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