EndNote Import
AU - شاهين، آلاء محمود مصطفى
AU - جنازرة، أحمد
AU - فتيحة، أحمد
AU - الرمحي، رفاء جمال
AB - The aim of this study was to explore the role of using specialized online technologies that are available on the internet in mathematics teachers’ professional development in Jerusalem primary schools. Professional development has been represented in this study through the development of teachers’ Technological, Pedagogical & Content Knowledge “TPACK” model which was used also as the theoretical framework of this study. More specifically this study aimed to answer the question: what is the effectiveness of using internet on mathematics teachers’ professional development (teachers’ TPACK) on the topic “Regular Fractions” of the 5th grade students in Jerusalem Schools? A sample of five teachers were intentionally selected to participate in this study, all of them are new teachers with two or five years of experience, all of whom have experience in teaching the fifth grade. In order to answer the research question, three tools were developed and used: a pre- and post-questionnaire, a semi-structured interview and classroom observation. Construct and content validity were used to insure the tools validity. Combined Methodology (qualitative and quantitative methods) was applied in this study. Results of the study showed a positive improvement of teachers' technological, pedagogical and content knowledge related on the topic of regular fractions. Teachers showed an improved and deeper content knowledge of concepts such as their understanding of qualitative fractions, knowledge of teaching strategies such as overcoming students’ misconceptions and learning difficulties “unification of denominator in unequal fractions”. In addition, results have revealed that teachers become more skilled and confident to use online learning technologies during their classes. Thus, study results recommend to adopt “TPACK” model for the design of in-service teacher training in order to enhance teachers’ professional development and to conduct similar studies on other mathematical topics and on different fields of specialization. (Author’s abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-س، 159 ص.
T1 - فاعلية إستخدام الإنترنت في التنمية المهنية لمعلمي الرياضيات للمرحلة الإبتدائية [رسالة / أطروحة]
UL - http://library.birzeit.edu/librarya/bzu-ths/download.php?cn=QA14.P3S43%202019&ftype=c&fname=thesis_27112019_143330.pdf&src=0 النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif
AU - جنازرة، أحمد
AU - فتيحة، أحمد
AU - الرمحي، رفاء جمال
AB - The aim of this study was to explore the role of using specialized online technologies that are available on the internet in mathematics teachers’ professional development in Jerusalem primary schools. Professional development has been represented in this study through the development of teachers’ Technological, Pedagogical & Content Knowledge “TPACK” model which was used also as the theoretical framework of this study. More specifically this study aimed to answer the question: what is the effectiveness of using internet on mathematics teachers’ professional development (teachers’ TPACK) on the topic “Regular Fractions” of the 5th grade students in Jerusalem Schools? A sample of five teachers were intentionally selected to participate in this study, all of them are new teachers with two or five years of experience, all of whom have experience in teaching the fifth grade. In order to answer the research question, three tools were developed and used: a pre- and post-questionnaire, a semi-structured interview and classroom observation. Construct and content validity were used to insure the tools validity. Combined Methodology (qualitative and quantitative methods) was applied in this study. Results of the study showed a positive improvement of teachers' technological, pedagogical and content knowledge related on the topic of regular fractions. Teachers showed an improved and deeper content knowledge of concepts such as their understanding of qualitative fractions, knowledge of teaching strategies such as overcoming students’ misconceptions and learning difficulties “unification of denominator in unequal fractions”. In addition, results have revealed that teachers become more skilled and confident to use online learning technologies during their classes. Thus, study results recommend to adopt “TPACK” model for the design of in-service teacher training in order to enhance teachers’ professional development and to conduct similar studies on other mathematical topics and on different fields of specialization. (Author’s abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-س، 159 ص.
T1 - فاعلية إستخدام الإنترنت في التنمية المهنية لمعلمي الرياضيات للمرحلة الإبتدائية [رسالة / أطروحة]
UL - http://library.birzeit.edu/librarya/bzu-ths/download.php?cn=QA14.P3S43%202019&ftype=c&fname=thesis_27112019_143330.pdf&src=0 النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif