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Designing an introductory science methods course that supports the development of technological, pedagogical, content knowledge (TPACK) of pre-service teachers
PROCEEDINGS

, Pfeiffer University Visiting Assistant ProfessorUniversity of Florida Doctoral Candidate, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Common challenges exist among teachers in the development of lesson plans that are both appropriate and effective for students. Along with decisions about the best technology tools to support instruction, teachers must be knowledgeable of and able to determine, the best tools that will support the curriculum-based teaching and learning needs for their specific context (Hoffer & Harris, 2010). Technological, pedagogical, content knowledge, TPACK, is a concept developed by Koehler & Mishra in 2006. This framework provides a set of guiding tools to facilitate the development of TPACK among preservice and inservice teachers through their lesson plans. This study focuses on the design of an introductory science methods course for preservice teachers. The researcher focuses the data collection and analysis on the activities that support the development of this TPACK knowledge among students participating in the course. Future implications are given at the end of the study.

Citation

Lowder, L. (2013). Designing an introductory science methods course that supports the development of technological, pedagogical, content knowledge (TPACK) of pre-service teachers. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2124-2167). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 29, 2020 from .