Understanding and Supporting Teachers’ Transition into Block Teaching Through the Lens of the TPACK Framework (75841)
Session Chair: Masataka Kasai
Saturday, 17 February 2024 11:50
Session: Session 2
Room: Sri Sachanalai
Presentation Type: Oral Presentation
Block teaching, characterized by concentrated course delivery over a short timeframe, has been a prevalent teaching mode in Western universities. However, its implementation in China remains limited. Current research on block teaching primarily examines student perspectives and the effectiveness of this mode, leaving a gap in understanding educators' transition into this less common approach, especially in China. This study aims to take a deep investigation of teachers’ transition experience into block teaching within the distinct setting of Xi’an Jiaotong-Liverpool University’s Entrepreneur College (Taicang) in China, renowned for its Syntegrative Education approach, characterized by intensive block teaching and close collaboration with the industry. The study will use the Technological Pedagogical Content Knowledge (TPACK) framework to understand how teachers acquire the knowledge needed for adopting block teaching in their classrooms, mostly for the first time. This study adopts an explanatory sequential mixed-methods design using a questionnaire (N=58) and interviews (N=11). The results indicate that teachers' non-academic working experience exhibits a negative impact on their Pedagogical and Content Knowledge (PCK). Conversely, working experience in higher education has a positive effect on Technology Content Knowledge (TCK). Additionally, there were significant differences in Pedagogical Knowledge (PK) among teachers of different ages. The findings highlight the importance of tailored professional development initiatives that address teachers' diverse technological comfort levels and pedagogical preferences. By harnessing the complementary strengths of educators from distinct backgrounds—academic and non-academic—it can promote knowledge sharing and innovative pedagogical practices. This, in turn, facilitates the application of TPACK to block teaching.
Authors:
Yiqun Sun, Xi'an Jiaotong - Liverpool University, China
Xuan Li, Xi'an Jiaotong - Liverpool University, China
Mustafa Ozguven, Xi'an Jiaotong - Liverpool University, China
About the Presenter(s)
Ms Yiqun Sun is a University Assistant Professor/Lecturer at Xi'an Jiaotong - Liverpool University in China
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