A Clash Between Knowledge and Practice: A Case Study of TPACK in
Three Pre-service Secondary Mathematics Teachers
Rejoice Akapame, University of Washington, Bothell, United States ; Elizabeth Burroughs, Montana State University, United States ; Elizabeth Arnold, James Madison University, United States
Journal of Technology and Teacher Education Volume 27, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This research aims to explore the development and use of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. For this multiple case study, evidence of TPACK in three pre-service secondary mathematics teachers was collected during a 15-week semester, during which the pre-service teachers were enrolled in a three-course experience designed to develop an integrated understanding of the use of technology, pedagogy, and content in the teaching and learning of mathematics. Data were collected using a TPACK survey, teaching philosophy statements, lesson plans, student teaching episodes, and interviews, and researchers assigned levels of enacted TPACK and self-reported TPACK. Analysis highlights that the development of pre-service teachers’ mathematics TPACK is complex, and pre-service teachers’ dispositions about teaching, views of technology, and prior experience in using technology affect their technology use in the classroom. Our results suggest that a model of TPACK development in pre-service teachers is distinct from that used to understand TPACK development among in-service teachers.
Akapame, R., Burroughs, E. & Arnold, E. (2019). A Clash Between Knowledge and Practice: A Case Study of TPACK in Three Pre-service Secondary Mathematics Teachers. Journal of Technology and Teacher Education, 27(3), 269-304. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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