Designing Pre-service Teacher Training based on a Combination of TPACK and Communities of Inquiry

Abstract

A main challenge in designing pre-service teacher training courses that promote teachers to elaborate on the learning opportunities that ICT can provide to students, is to make it happen in a constructive manner promoting reflection, collaboration, and discourse. Aiming to contribute to this direction of research, we propose a design rational for blended learning scenarios for pre-service teacher training combining Technological Pedagogical Content Knowledge (TPACK) framework with Communities of Inquiry (CoI) and viewing teacher training as an authentic process involving participants in learning design activities. TPACK is used as the basis for designing the curriculum and content of the course in the form of learning design activities for trainees. CoI is used as the basis for designing learning strategies, support and learning activities that promote higher levels of learning in a blended learning context. Based on the proposed rational, the design specifications of the one-year teacher training course on technology enhanced learning provided by the School of Pedagogical and Technological Education (ASPETE) in the context of the postgraduate certificate in education for graduates of a variety of disciplines, are presented and discussed.