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Measuring TPACK: Part 2 PROCEEDINGS

, University of Twente, Netherlands ; , Michigan State University, United States ; , , , , Iowa State University, United States ; , University of Twente, Netherlands ; , , Ghent University, Belgium ; , Dar es salaam University College of Education, Tanzania ; , University of Cape Coast, Ghana

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers’ development of TPACK that resulted from teachers’ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.

Citation

Voogt, J., Mishra, P., Thompson, A., Crawford, D., Wang, W., Niederhauser, D., Fisser, P., Tondeur, J., van Braak, J., Kafyulilo, A. & Agyei, D. (2013). Measuring TPACK: Part 2. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2484-2487). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .