Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK)
PROCEEDINGS
Chun Hu, Vilma Fyfe, University of Sydney, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
Abstract
This paper reports some preliminary findings of a formative evaluation on the impact of a new curriculum on pre-service teachers' technical, pedagogical and content knowledge (TPACK). It discusses the design principles employed and its implementation process. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed increase in pre-service teachers' self-reported ratings in technology, pedagogy and content knowledge. Implications are discussed.
Citation
Hu, C. & Fyfe, V. (2010). Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK). In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 184-189). Australasian Society for Computers in Learning in Tertiary Education. Retrieved March 6, 2021 from https://www.learntechlib.org/p/45386/.
Keywords
Cited By
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From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning
Meng Tee, Shuh Lee & Shuh Lee
Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)
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