Driving Pre-Service Science Teachers’ TPACK Development Through Their Generative Use Of Digital Video
Abstract: An emerging body of literature explores the benefits of prospective science teachers creating and sharing digital video in their professional learning activities. A common theme is the facilitation of reflection on experience and a range of other potential professional learning benefits. This paper takes a snapshot of current developments with learner-generated digital video tasks in teacher education with a focus on pre-service science teachers’ technological pedagogical content knowledge (TPACK) development. The paper draws on preliminary analysis of data from one of the 39 teacher preparation institutions participating in The Teaching Teachers for the Future (TTF) project, funded by the Australian Government.