You are here:

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), Waynesville, NC USA

Full Text

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 April 23, 2021 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bobis, J. (2007). Empowered to teach: A practice-based model of teacher education. In J. Watson& K. Beswick (Eds.), Proceedings of the 30th Annual Conference of the Mathematics: Essential Research, Essential Practice (Volume 1, pp. 61-70). Austrelasia: MERGA.
  2. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
  3. Hixon, E., & So, H.-J. (2009). Technology's role in field experiences for preservice teacher training. Educational Technology& Society, 12 (4), 294–304.
  4. Hollebrands, K.F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 38(2), 164-192.
  5. Hur, J.W., Cullen, T., & Brush, T. (2010). Teaching for application: A model for assisting pre-service teachers with technology integration. Journal of Technology and Teacher Education, 18(1), 161-182.
  6. Kaput J.J., & Thompson, P.W. (1994). Technology in mathematics education research: The first 25 years in the JRME. Journal for Research in Mathematics Education, 25(6), 676-684.
  7. Koehler, M.J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102.
  8. Lawless, K.A., & Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
  9. Lyublinskaya, I., Tournaki, E. (2011) The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. (pp. 295-322) Hershey, PA: IGI Global.
  10. Multon, K.D. (2010). Interrater reliability. N.J. Salkind (Eds.), Encyclopedia of Research Design (pp.627-29).
  11. Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21 (5), 509-523.
  12. Niess, M.L. (2006). Guest Editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
  13. Niess, M.L., Lee, K., & Sadri, P. (2007). Dynamic spreadsheets as learning technology tools: Developing teachers’ technology pedagogical content knowledge (TPCK). Paper presented at the annual conference of American Education Research Association (AERA), Chicago, IL.
  14. Niess, M.L., Ronau, R.N., Shafer, K.G., Driskell, S.O., Harper, S.R., Johnston, C., Browning, C., Ozgun-Koca, S.A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, [Online serial], 9(1).
  15. Peressini, D., & Knuth, E. (2005). The role of technology in representing mathematical problem situations and concepts. In W.J. Masalski & P.C. Elliott (Eds.), Technology-Supported Mathematics Learning Environments, SixtySeventh Yearbook. (pp. 277-290). Reston, VA: NCTM.
  16. Rogers, E.M. (1995). Diffusion of innovations. New York, Free Press.
  17. Schön, D.A. (1983). The reflective practitioner: Professionals in action. New York: Basic Books Inc. Publishers.
  18. Thompson, D., & Kersaint, G. (2002). Editorial: Continuing the dialogue on technology and mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 2(2), 136-143.
  19. Zeichner, K. (2008). Where should teachers be taught? Settings and roles in teacher education. In M., CochranSmith, S., Feiman-Nemser, D.J., McIntyre& K., Demers (Eds.), Handbook of research on teacher education: enduring questions in changing contexts (pp. 259-388). New York: Routledge & ATE.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections