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An Investigation of a Pre-Service Elementary Mathematics Teacher’s Techno- Pedagogical Content Knowledge within the Context of Teaching Practices
PROCEEDINGS

, Turkey ; , Middle East Technical University, Turkey ; , Ball State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The goal of the study was to investigate the contribution of field experience and the reflection-on-practice process on Pre-service Teachers’ TPACK. 2012 fall semester three PSTs participated in this study. PSTs designed and implemented three technology-based lessons, primarily with GeoGebra. They were observed during the lesson and interviewed before and after each lesson implementation to reflect on their teaching. Five stages in the process of developing TPACK- recognizing, accepting, adapting, exploring, and advancing was used to evaluate PSTs’ performance. The qualitative analysis of the data revealed that PSTs TPACK levels changed progressively throughout the study. Three components; the aim of the lesson, the questions used, and the role of the teacher provided important insights to determine the change in the TPACK levels. Findings support the need for teaching experience and reflection-on-action, to promote PSTs’ TPACK.

Citation

Balgalmis, E., Cakiroglu, E. & Shafer, K. (2014). An Investigation of a Pre-Service Elementary Mathematics Teacher’s Techno- Pedagogical Content Knowledge within the Context of Teaching Practices. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2210-2217). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

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