Term
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Definition
| Section4.3 deals with teacher knowledge and places TPCK (Mishra & Koehler, 2006) and its extensions at the centre of the presentation |
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Term
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Definition
| Symbolic interactionism focuses on how people structure their reality through social interaction |
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Term
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Definition
| The accompanying mental constructs became the focus of the research. However, as these cannot be directly observed, access to them was gained through probing their manifestations in teachers’ actions and oral reports using multiple and rich sources of data. |
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Term
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Definition
1. Knowledge is not passively received but actively built up by the cognising subject;
2. The function of cognition is adaptive and serves the organisation of the experiential world, not the discovery of ontological reality. |
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Term
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Definition
| called for a modernising of teaching theories which, in large part, rely on old pre-digital pedagogies and hinder teachers’ innovative use of pedagogical content knowledge. She puts forward the learning theory of connectivism as more appropriate to an understanding of knowledge creation in web 2.0 technologies. |
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Term
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Definition
| view of learning as a network creation |
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Term
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Definition
| connectivist learning and knowledge construction as including the teacher’s modelling and the learner’s reflection, requiring movement between the networks and the structuring of new networks |
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Term
| (Kerr, 2007; Kopp & Hill, 2008; Verhagen, 2006) |
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Definition
| substantial criticism connectivism has received |
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Term
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Definition
| (connectivism) not meeting criteria of a fully-fledged theory |
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Term
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Definition
| through their Communities of Practice (CoP) theory, learning is also important on the informal and tacit levels, |
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Term
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Definition
| learning on the informal and tacit levels is reductive and incomplete |
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Term
| Cohen, Manion, and Morrison (2004, p. 59) |
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Definition
| the construct of what is ‘important knowledge;’ is still fuzzy, and that a conceptualisation of teaching is necessary to encompass pedagogical ICT. |
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Term
| Pachler et al. (2007, pp. 82-83) |
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Definition
| teachers do not normally collaboratively construct knowledge |
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Term
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Definition
| PPK (Personal Practical Knowledge) can be seen as an extension of Elbaz’s (1983) ‘practical knowledge’ |
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Term
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Definition
| teachers’ knowledge derived from their own learning experiences in L2 (second language) influence subsequent teaching practice. |
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Term
| Connelly and Clandinin (1999) |
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Definition
| link between knowledge, context, and identity. For them, the contexts of teachers’ lives and work is essential to understanding the formation and effects of PPK, which is a narratively constructed landscape of personal life-stories. |
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Term
| Nonaka and Takeuchi in Cartelli (2006). |
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Definition
| Construct comprising the following stages: Socialisation’ (sharing tacit knowledge), ‘externalisation’ (making newly gained knowledge explicit), ‘combination’ (injecting new knowledge into an organisational body of knowledge) and ‘internalisation’ (full absorption of the explicit). |
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Term
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Definition
| Technological Pedagogical and Content Knowledge construct (TPACK) has it that isolating technology, pedagogy and content from one another prevents us from understanding the nuances of their interplay. |
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Term
| Hubbard and Levy (2006, p. 16) |
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Definition
| They propose four formats for understanding these interrelations: Technical CALL Knowledge, Pedagogical CALL Knowledge, Technical CALL Skills and Pedagogical CALL Skills. They describe the latter as the ‘ability to use technical knowledge and experience to determine effective materials, content, and tasks, and to monitor and assess results appropriately’ |
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Term
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Definition
| challenges TPACK by pointing to multiple studies which suffer from the lack of a clearly-cut delimitation between the discrete elements of the construct. He proposes two possible improvements: 1) clarifying the boundaries between the constituent parts of the framework, and 2) establishing clearer justifications for each constituent of these parts |
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Term
| Gess-Newsome et al 2003, p.326 |
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Definition
| building on Schulman’s (1986) seminal PCK (Pedagogical Content Knowledge) concept, confirm that knowledge and expertise are situated in the learning context and are therefore not easily transmitted to new contexts. |
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Term
| Angeli and Valanides (2009), |
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Definition
| it is not clear whether TPACK growth should be treated as a separate development of each of its elements or should rather be treated as a distinct form of knowledge. |
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Term
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Definition
| Their complaint is aligned with that of Graham (2011) in that the adoption of what is argued to be a theoretically imprecise framework may lead to misconceptions concerning the integration of technology in education. |
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Term
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Definition
| 'ICT-TPCK can thus be defined as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners, or difficult to be represented by teachers, can be transformed and taught more effectively with ICT, in ways that signify the added value of technology.' |
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Term
| Angeli & Valanides, 2005, 2008, 2009 (ALE SPRAWDŹ) |
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Definition
Specific (content-related) technological training helps the growth of TPACK
- Enhancing the knowledge of T, P or C alone does not equal furthering TPCK
- Technological and pedagogical skills and experience do not guarantee successful integration of technology into teaching and learning. |
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Term
|
Definition
| in order to take advantage of unique features of technology, educators must apply sound pedagogy to make the content more accessible and develop students’ awareness of relationships between the content and technology. |
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Term
|
Definition
| it is impossible to remove any of the elements of the ICT-TPCK construct |
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Term
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Definition
| calls pedagogy ‘the DNA of teaching, the deep structure informing, guiding and constituting in all its parts the purposes and execution of teaching |
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Term
| Angeli and Valanides (2009, p. 64) |
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Definition
| Also, the framework in its present form does not take into consideration other factors beyond content, pedagogy, and technology, such as, for example, teachers’ epistemic beliefs about teaching and learning that may be also important to take into account. This simplified or general view, one might argue, may lead to possible erroneous, simplistic, and naïve perceptions about the nature of integrating technology in teaching and learning. |
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Term
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Definition
| the primary focus of research in the area of teacher development is on understanding teacher knowledge, while the body of research addressing teacher cognitions, beliefs and values is relatively small |
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Term
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Definition
| study of teacher cognition is mostly concerned with understanding what teachers ‘think, know and believe’. |
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Term
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Definition
| A key factor in the growth of teacher cognition research has been the realization that we cannot properly understand teachers and teaching without understanding the thoughts, knowledge, and beliefs that influence what teachers do. |
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Term
|
Definition
| defines teacher cognition as an ‘often tacit, personally held, practical system of mental constructs’. |
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Term
|
Definition
| observes that the mental lives of teachers impact their instructional choices and decisions |
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Term
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Definition
| an aspect that has been given very little attention in research is the affective dimension of language teacher cognition |
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Term
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Definition
| the relationship between teacher cognition and student learning remains uncertain and there is no agreement as to what types of cognition may support learning |
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Term
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Definition
| asserts that teachers can develop their knowledge, which in turn can positively influence students’ learning as their practice improves |
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Term
| Borg, 2009b citing Phipps & Borg, 2007 |
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Definition
| is their experiences as learners which affect teachers’ cognition and these cognitions influence teacher learning and later their pedagogical choices |
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Term
| Borg (2009b, pp. 167-169) |
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Definition
| lists three key factors shaping teachers’ cognition: teacher learning, teacher practice and early teaching experiences. |
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Term
| (Ellefson, Frank, & Zhao, 2006, p. 163). |
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Definition
| These tools (DV, CMC and the online archive of lessons) may then exert an influence on how teachers think and feel, and as a result, guide their pedagogical actions more than overtly presented declarations or requirements, in a way that is not neutral or unbiased |
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Term
| (Schirato & Webb, 2003, p. 53). |
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Definition
| Technologies make an imprint on the systems in which they are used, with their various inflections in various contexts, and inform and shape both the message and its reception |
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Term
|
Definition
| meaningful learning is supported only if the technology used fits existing practice and brings clear benefits to its users |
|
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Term
|
Definition
| in order to really understand teachers and teaching, we must research teacher knowledge as well as their thoughts and beliefs |
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Term
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Definition
| insists that for teacher cognition studies to offer an explanatory dimension (how and what is learned) the research needs to account for extended social contexts, reaching beyond instructional and institutional environs. |
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Term
|
Definition
| most knowledge about teaching is ‘tacit and related to individual values and beliefs |
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Term
|
Definition
| beliefs as dynamic constructs |
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Term
|
Definition
| observes, that they [BELIEFS] can bring unexpected results when aligned with technology and pedagogical knowledge. |
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Term
| Borko and Putnam, cited in Kinzeret al. (2006) |
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Definition
| addressing teachers’ knowledge and beliefs while allowing reflection and collaboration contributes to successful teacher learning |
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Term
|
Definition
| it is changing teacher and student beliefs along with their expectations that is a prerequisite for bringing greater effectiveness to education |
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Term
| (Gess-Newsome et al, 2003, p. 324) |
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Definition
| The recognition of the roles played by these [KNOWLEDGE AND BELIEFS] can reshape professional development standards and practices |
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Term
|
Definition
| teacher beliefs as the core of teacher development and hinges changes in practice on changes in beliefs. |
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Term
| (Motteram & Slaouti, 2006, p. 83), |
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Definition
| all teachers bring beliefs and experiences into their training |
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Term
| (Wong & Benson, 2006, p. 262) |
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Definition
| changing them [TEACHER BELIEFS AND EXPERIENCES] in short training sessions might not be feasible |
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Term
|
Definition
| understanding teacher belief systems is central to understanding their actions in classrooms, and teachers with different beliefs and resultant approaches to teaching are likely to display different, yet effective, classroom behaviour. |
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Term
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Definition
| sometimes teachers do need to develop beliefs about teaching practice, only to discard them later |
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Term
|
Definition
| elaborate on the reciprocity aspect, clarifying that just as beliefs can influence practices, the reverse is also the case. |
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Term
|
Definition
| confirms the reciprocal and bi-directional relationship between the process of education and the shaping of teacher beliefs |
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Term
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Definition
| confirms the reciprocal and bi-directional relationship between the process of education and the shaping of teacher beliefs. In particular, he sees value in a constant self-examination of one’s beliefs that can be supported by verbalising them, examining them through the existing theories while stressing their different substance from practices and theoretical knowledge. |
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Term
| Richards et al. (2001, p. 12) |
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Definition
| confirms the benefits of the overt processing of beliefs |
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Term
|
Definition
| confirms that context is key to shaping teacher beliefs, though she observes that declared cognitions or beliefs do not necessarily need to be aligned with the actual practice. |
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Term
| Errington (2001, pp. 28-32) |
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Definition
| writes that the interplay between practice and beliefs is not clear |
|
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Term
| Ching et al (2006, p. 225-226) |
|
Definition
| personal beliefs and technology-related experiences greatly influence their education. Teacher education must account for the ways in which technology is present in teachers’ personal lives and has to ‘engage tomorrow’s teachers as whole persons’ |
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Term
| Ching et.al (2005, p. 227) |
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Definition
| also suggest that locating where teachers place their personal values with regards to technology helps in harnessing these particular technologies for pedagogical use |
|
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Term
|
Definition
| teachers need to interpret technologies and use them is ways that are congruent with their pedagogical beliefs |
|
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Term
| Williams and Kelly (2006, p. 122) |
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Definition
| write that online discussion can support teacher development and support positive changes in teacher beliefs |
|
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Term
| Linn and Slotta (2006, p. 90) |
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Definition
| explain, as a collaborative forum helps participants support reflection |
|
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Term
|
Definition
| view the nature of education as very personal, interactive and relationship-based |
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Term
|
Definition
| teachers’ roles focus on evaluating, adapting and creating new learning material |
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Term
|
Definition
| provides a good starting point which can be related to educational situations when he writes that one’s identity can be constructed with reference to others’ expectations. |
|
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Term
|
Definition
| outline a number of self-processes which act and react together in creating a coherent self-system |
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Term
| Orlofsky, Marcia and Lesser (1973) |
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Definition
| for them these processes need to switch from an external to an internal locus in order to allow one’s identity to define itself. |
|
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Term
|
Definition
| talk about the capacity for self-reflection being linked to developing the awareness of self |
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Term
|
Definition
| stresses the importance of self-verifying one’s self-view as a key to identity formation. |
|
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Term
|
Definition
| identity is a ‘pivot between the social and the individual |
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Term
|
Definition
| see the process of one’s learning revolving around the structuring of one’s identity |
|
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Term
| Ardizolle and Rivoltella (2006 |
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Definition
| identify ‘an identity challenge’ that results into two new ways of re-defining teacher identity: the ‘lateralisation of presence’ understood as resigning from the ‘central’ role in a classroom, and the ‘distribution of self’, which they explain to be ‘a system of roles’ a teacher needs to adopt to meet the complexity of new ICT-enhanced classroom challenges |
|
|
Term
|
Definition
| analysing references to identity in various scholarly works, notes two recurrent aspects: discourse and the influence of others in self-defining one’s identity |
|
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Term
| Thomas and Beauchamp (2011, p. 767) |
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Definition
| point to the need to increase understanding of the processes of identity formation in teachers, as this could help to prepare them for the realities of school. |
|
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Term
|
Definition
| provide a particularly useful study on profiling a teacher’s sense of identity, but conclude that a professional identity that is characteristic of all teachers does not exist, as identity is continually transformed during the interaction with a given context, regardless of other shared perceptions such as autonomy or professional opportunities |
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Term
|
Definition
| high self-worth facilitates the effectiveness of one’s learning. |
|
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Term
|
Definition
| identity transformation can take different paths and may hinge on new or old social roles. |
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Term
| Beauchamp et al. (2009, p. 175) |
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Definition
| transformations of identity take place both during teacher education and in subsequent careers. They see the value of helping practising teachers reflect on and investigate their professional identity as which in turn fosters a sense of agency |
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Term
|
Definition
| teachers who are able to reflect on and investigate their teaching activities are also able to reconstruct their professional identities and adjust their beliefs to suit a particular teaching context. |
|
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Term
|
Definition
| reflective practice can be a prerequisite to the ‘effective teacher’, characterised as one being sensitive and responsive to the needs of individual students |
|
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Term
|
Definition
| learning does affect teacher identity, and he sees effective learning as achieved through, among other things, collaboration |
|
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Term
|
Definition
| emphasise collaborative reflection, at it supports the generation of deep insights offering a chance to uncover implicit beliefs and values impinging on teacher professional identity. Collaborative reflection, though not necessarily being a concomitant feature of collaboration, is nevertheless not likely to arise without collaboration |
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Term
| Beauchamp and Thomas (2009, p. 175)). |
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Definition
| participants reconstructing their professional identities and revising their belief systems so as to restructure their forms of practice to suit the particular teaching setting(as outlined by the author) |
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Term
| Beauchamp and Thomas (2009) |
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Definition
| The CMC-rich collaborative reflection also touched upon on their interpretation of how they were seen as teachers (their self-image) from their peers’ point of view, which may, in turn, have engendered a sense of agency, and thus changes in teacher activity |
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Term
| Beauchamp and Thomas, 2009,p/175 |
|
Definition
| indicate that the subsequent reflection shaped teacher activities |
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Term
|
Definition
| As for its structure, CMC at its core revolves around the basic sender-channel-receiver model |
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Term
|
Definition
| CMC is being discussed here is due to the fact that it can, if structured around a sound pedagogical scaffolding, effectively enhance language learning processes |
|
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Term
|
Definition
| feedback that is mutual can help structure the learning community |
|
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Term
| Garrison and Anderson (2003) |
|
Definition
| write that if CMC is learner-centred it allows for collaboration between the members, and therefore facilitates learning. |
|
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Term
|
Definition
| stress that collaboration in small groups encourages learning |
|
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Term
| Pachler (2007, pp. 51-53) |
|
Definition
| collaborative online discussion as a form of CMC can have a catalytic role in developing critical thinking |
|
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Term
|
Definition
| sees the potential of CMC in its capacity for supporting a CoP (Community of Practice); CMC allows for greater agency to be exerted and thus fits within the constructivist framework of learning. He adds that transformation and development in teacher learning take place through ‘engaging with dominant discourses, professional redefinition and growing reflexivity’ and that CMC can play an essential role in this process |
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Term
|
Definition
| CMC used in a practicum (teaching practice) supports teacher development |
|
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Term
| Zhao, citing Kern (2005a, p. 286) |
|
Definition
| adds that CMC may increase the critical receptivity of participants. |
|
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Term
| Zhao (2005a, p. 286), citing Kessler et al. |
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Definition
| warns that CMC sometimes leads to heightened expression but may spur hostility, a claim that was not confirmed in the current study |
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Term
|
Definition
| is persuasive in arguing that the pedagogical success of CMC-based tasks relies heavily on the choice of the task underlying the content. The CMC present in the course was rather limited to interaction via textual posts only |
|
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Term
|
Definition
| such a design (Blake's study, 2006) is less useful in encouraging social interaction. |
|
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Term
| Garrison and Anderson (2003) |
|
Definition
| advantages of CMC in educational contexts as systematic, exploratory and attentive' |
|
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Term
|
Definition
| sociocultural approach enhances understanding of CMC-supported collaborative learning, and sees its main advantages, confirmed by this study, as including heightened reflection and critical thinking. |
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Term
|
Definition
proposes the model of reflective practice that is supported with 1) tutor feedback and support, 2) reflective writing and 3) raising teacher
awareness of the powerful influence of prior practice or the teacher’s own educational experiences |
|
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Term
|
Definition
| called unreflective actions a form of enslavement, pointing therefore to the need for reflective practice in education |
|
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Term
|
Definition
| ‘reflection in action’ portrays reflective practitioners as those who have developed an ability to distinguish effective practice from ineffective. |
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Term
|
Definition
| the structure of practice influences teacher students’ way of reflecting. |
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Term
|
Definition
| universities cannot offer an environment which enables teacher students to experience authentic classroom teaching, through peer-taught classes we may offer a chance to explore close-to-life teaching |
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|
Term
|
Definition
| building on Moore’s understanding of the ‘reflexive turn’, which is characterised by the ability to embrace our own emotions, attributes to the reflexive turn the agentive role in learning |
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Term
|
Definition
| Reflexivity is the capacity to explore ‘initial understandings’ through various frames and discourses in order to bring them to new levels of conceptualisation. Teacher reflexivity for Moore is also the ability to position the self in the context of one’s entire life, connect to personal biography and embrace what stems from having once been a pupil too. |
|
|
Term
|
Definition
| give the example of ‘critical reflection’, which surpasses the personal levels of investigating the self and draws on professional knowledge |
|
|
Term
| Galloway, in Kessler (2006, p. 27), |
|
Definition
| observes that expertise and technological knowledge often result from informal collaboration with colleagues rather than official training |
|
|
Term
| Richards et al. (2001, p. 12) |
|
Definition
| collaboration with others enhances individual learning |
|
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Term
| Mellar and Kmabouri (2004) |
|
Definition
| teachers work more collaboratively than they used to |
|
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Term
|
Definition
| Of the benefits of cooperative learning listed, higher job satisfaction and self-esteem are those particularly visible in the results of the study |
|
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Term
| Sala, citing Johnson (2006, p. 189) |
|
Definition
| notes positive interdependence and individual accountability as benefits |
|
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Term
|
Definition
| collaboration encourages reflection on one’s own practice and improves the quality of teaching and learning. individual practice can be juxtaposed with that of others, allowing for critical reformulations. However, he is not entirely uncritical towards collaboration, as he sees among the dangers connected with ill-structured collaboration the following: collaboration that is superficial, complacent, conformist or contrived |
|
|
Term
| Abbott, 2001; Fletcher, 2003; Gitsaki & Taylor, 2000; Goodson, 2003; Hamzah, 2004; Kolodziejska, 2004; Leask, 2001; Mellar & Kmabouri, 2004; Moras, 2001; Warschauer & Healey, 1998; Westwood, 2008; Zhao, 2005a, 2005b; Zhao, Smith, & Tan, 2005c) |
|
Definition
| recognition of the value of teaching |
|
|
Term
| Mishra and Koehler (2003) |
|
Definition
| technology in teaching as an 'ill-structured domain' |
|
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Term
|
Definition
| points to the fact that though CALL has been widely addressed in recent decades, technology in teacher training is a relatively new development |
|
|
Term
| Adams, cited in Burston (2006, p. 252), |
|
Definition
| only about 25% of teachers integrate CALL |
|
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Term
|
Definition
| users of YouTube in educational contexts have displayed reflection and learning for self-fulfilment. |
|
|
Term
|
Definition
| without a critical pedagogy in place, YouTube can remain ‘a mere toy’ as many of its products ‘exhibit silliness’ and ‘self indulgence’ |
|
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Term
|
Definition
| flaws of instructional design are particularly noticeable in visual and audio media. |
|
|
Term
| Mamede-Neves (2006, p. 29) |
|
Definition
| mere presence of multimedia does not guarantee that the materials are didactically sound. |
|
|
Term
| Gallimore and Stigler (2003) |
|
Definition
| hold the view that most teachers have not realised the potential residing in the application of video technology in classrooms |
|
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Term
|
Definition
| stipulates that video is particularly useful in raising curiosity in students but on its own is not likely to support the development of higher-order skills (i.e. critical thinking) |
|
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Term
|
Definition
| collaborative and critically reflective professionalism |
|
|
Term
| Uden and Beaumont (2006, pp. 17-19) |
|
Definition
| hypothesise that video supports complex comprehension, is more motivating and can offer a good input for problem solving. |
|
|
Term
|
Definition
| adds that video materials offer ‘natural and context-rich linguistic and cultural materials’ |
|
|
Term
| Weyers (cited in Zhao, 2005a) |
|
Definition
| The value of video for language learning has been further corroborated in a study conducted by Weyers which demonstrated that using video in teaching English increases communicative competence in language students. |
|
|
Term
|
Definition
| point to the seemingly obvious fact, though it is one often missed in research, that generic technology cannot be generalised as ‘different technologies have different features, therefore different affordances and constraints’ |
|
|
Term
|
Definition
| states that digital and video technologies offer the teacher more control than other media used in education both in terms of manipulation of content and linking to other resources. |
|
|
Term
| Richards et al. (2005, p. 113) |
|
Definition
| suggest that, through assuming responsibility for their own development, teachers can engage in self-directed learning that can trigger deep, pedagogical and personal insights and possibly transform their beliefs. |
|
|
Term
| Pachler et al. (2007) cite Polkinghorne |
|
Definition
| meaning lies more in the connecting of events rather than in events themselves. |
|
|
Term
| Debski (2006, p. 102), citing Kafai and Resnik |
|
Definition
| involving students in constructing products that are personally meaningful to them is particularly effective as a training method |
|
|
Term
| Ashburn and Floden (2006, p. 9) |
|
Definition
| attributes of meaningful learning; four emerge as particularly viable for this research: content centrality, authentic work, construction of mental models and collaborative work |
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|
