A case study of a STEM teacher’s development of TPACK in a teacher preparation program
Mary C. Enderson, Old Dominion University, United States ; Ginger S. Watson, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This case study involved researching pre-service secondary STEM teachers’ development of TPACK by use of modeling & simulation applications. The main research question focused on how do self-reported TPACK measures align with demonstrated TPACK knowledge and skills. The study design was qualitative and included five secondary STEM pre-service teachers who were completing their program of study and teaching lessons in the field with secondary students. This particular brief paper reports on one of the pre-service STEM teachers in this study. Coding and analysis were carried out to search for characteristics of tasks that support development of TPACK in future teachers. Findings from this one case identified somewhat high marks on the TPACK self-scores but weaker identification of features of modeling and simulation (M&S) applications integrated into instructional use. The challenge for teacher education programs is to search for ways to better measure and support TPACK development in future teachers.
Enderson, M.C. & Watson, G.S. (2019). A case study of a STEM teacher’s development of TPACK in a teacher preparation program. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2423-2430). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)