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Properties and impacts of TPACK-based GIS professional development for in-service teachers

机译：基于TPACK的GIS专业发展对在职教师的属性和影响

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摘要

This article reports on professional development in which twenty-four middle- or high-school teachers learned about integration of the Geographic Information System (GIS) in science or social science classes. We analyzed qualitative data obtained from the participants to examine two research questions. 1) What were the most relevant and useful skills and knowledge the teachers acquired from this professional development? And, 2) what were the approaches they intended to use in integrating GIS with instruction. We sought to understand the properties and impacts of our professional development designed through Technological Pedagogical Content Knowledge (TPACK). The article concludes with implications for further research on geospatial training in the TPACK theoretical framework.
机译：本文报道了专业发展，其中二十四名初中或高中教师了解了科学或社会科学课中地理信息系统（GIS）的集成。我们分析了从参与者获得的定性数据，以研究两个研究问题。 1）教师从此专业发展中学到的最相关和最有用的技能和知识是什么？ 2）他们打算将GIS与指令集成在一起的方法是什么。我们试图了解通过技术教学内容知识（TPACK）设计的专业发展的性质和影响。本文的结尾对TPACK理论框架中的地理空间训练的进一步研究具有启示意义。

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