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

  1. Wei Wang, Iowa State University, United States
  2. Denise Crawford, Iowa State University, United States
  3. Dale Niederhauser, Iowa State University, United States
Tuesday, March 26 2:45 PM-3:15 PM Grand Couteau

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 ...