Share Paper: An Investigation of How Preservice Teachers Develop TPACK After Content Methodology Courses
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 ...