Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study PROCEEDINGS
Rose Cavin, Chipola College, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study explored the development of technological pedagogical content knowledge (TPCK) in six preservice teachers participating in microteaching lesson study (MLS), focusing on their decisions related to incorporating a technological tool in a content lesson. In MLS (Fernández, 2005), preservice teachers worked in small groups through repetitive cycles of microteaching, reflecting, and modifying a group lesson. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognized that traditional methods of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved, experienced a shift in mathematical knowledge from a more procedural to a more conceptual view of technology enhanced mathematics, and experienced working with their peers, gaining practical experience applicable toward future school-based instruction.
Cavin, R. (2008). Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5214-5220). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/28106/.
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