An Investigation of How Preservice Teachers Develop TPACK After Content Methodology Courses

ID: 38391 Type: Full Paper
  1. Wei Wang, Denise Crawford, and Dale Niederhauser, Iowa State University, United States

Tuesday, March 26 2:45 PM-3:15 PM Location: Grand Couteau View on map

Presider: Louella Aronson, Dickinson State University, United States

Abstract: Emerged from Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) was designed as a useful framework to understand the complexities that Pre-K-12 teachers encounter when integrating technology into their curricular practices. However, it is difficult to develop methods to measure TPACK and its sub-domains. This study investigates preservice teachers’ development in technology, pedagogy and content knowledge (TPACK) through triangulated assessments (survey, interview and open-ended questions) after completing the required content specific methodology courses. Data were collected at multiple times during the preservice teachers preparation program. Findings suggest that the method courses may play a critical role in developing preservice teachers’ knowledge in technology, content and pedagogy. Preservice teachers' pedagogical knowledge were increased. However, lack of support in technology integration in practicum and methodology courses may result the decrease of TPK, TCK and TPACK domains.

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x