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Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia

Getenet, ST 2015 , 'Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia', PhD thesis, University of Tasmania.

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This study documented the design, development and refinement of a professional
development program, which improved teacher educators’ knowledge, to facilitate their effective
use of technology in teaching mathematics. The study was conducted in two Ethiopian Colleges
of Teacher Education. It involved 16 mathematics teacher educators, four Information
Communication Technology coordinators, and 247 elementary pre-service mathematics teachers.
The study was undertaken across three phases. The first phase comprised a contextual and
problem analysis and development of a conceptual framework based on a literature review that
provided the basis to design the first professional development program prototype. The second
phase involved setting out design guidelines and optimising the professional development
program prototype through two cycles of design, formative refinement and revision. The last
phase of the study was an evaluation of the extent to which the professional development
program that took place over 5 months had met its objectives. The study used a mixed methods
approach, which involved the collection of both quantitative and qualitative data informed by an
educational design research methodology. Data were collected using questionnaires, observation
checklists, semi-structured interviews, focus group discussions and professional learning
One of the findings of the study in the first phase showed that the teacher educators
believed they had little knowledge of technology and its effective use in their teaching of
mathematics, and that this was a major barrier resulting in limited technology use in their
teaching. The first phase of the study informed the design of the professional development
program in the second phase of the study. The designed professional development program was characterised by its focus on the
pedagogical use of technology, provision of exemplar material, the use of available and webbased
technologies, the formation of teams, support from Information Communication
Technology (ICT) coordinators, and an emphasis on informality in the professional development
arrangements. The results in the third phase of the study showed that the professional
development program contributed to increased use of technology by the mathematics teacher
educators and their pre-service teachers. The teacher educators’ perceived knowledge of how to
use and integrate technology teaching practices in their teaching of mathematics was improved
and this was associated with positive changes in their effective technology integrated
mathematics teaching as evidenced by the classroom observations.

Item Type: Thesis - PhD
Authors/Creators:Getenet, ST
Keywords: Mathematics teacher educators, Technological Pedagogical Content Knowledge, Mathematics Pre-Service Teachers, Specialised Technological Pedagogical Content Knowledge.
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Copyright 2015 the Author

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