You are here:

Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)
ARTICLE

, ,

Journal of Educational Technology & Society Volume 13, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers' TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers' TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed. (Contains 5 tables and 1 figure.)

Citation

Chai, C.S., Koh, J.H.L. & Tsai, C.C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. Retrieved October 16, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.