A case study of a STEM teacher’s development of TPACK in a teacher preparation program
Mary C. Enderson, Old Dominion University, United States ; Ginger S. Watson, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This case study involved researching pre-service secondary STEM teachers’ development of TPACK by use of modeling & simulation applications. The main research question focused on how do self-reported TPACK measures align with demonstrated TPACK knowledge and skills. The study design was qualitative and included five secondary STEM pre-service teachers who were completing their program of study and teaching lessons in the field with secondary students. This particular brief paper reports on one of the pre-service STEM teachers in this study. Coding and analysis were carried out to search for characteristics of tasks that support development of TPACK in future teachers. Findings from this one case identified somewhat high marks on the TPACK self-scores but weaker identification of features of modeling and simulation (M&S) applications integrated into instructional use. The challenge for teacher education programs is to search for ways to better measure and support TPACK development in future teachers.
Enderson, M.C. & Watson, G.S. (2019). A case study of a STEM teacher’s development of TPACK in a teacher preparation program. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2423-2430). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 8, 2023 from https://www.learntechlib.org/primary/p/207990/.
© 2019 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
- Abbitt, J.T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.
- Angeli, C. & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302.
- Deng, F., Chai, C.S., So, H.-J., Qian, Y., & Chen, L. (2017). Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology, 33(3), 1-14.
- Jang, S-J. & Chen, K-C (2010) From PCK to TPACK: Developing a transformative model for pre-service science teachers. J Sci Educ Technol 19:553–564.
- Koehler, M., Shin, T.S., & Mishra, P. (2012). How do we measure TPACK: Let me count the ways. In R.R. Ronau, C.R. Rakes, & M.L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: IGI Global.
- National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards (Mathematics). Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
- NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Retrieved from https://www.nextgenscience.org/
- 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.
- Watson, G.S. & Enderson, M.C. (2018). Preparing teachers to use Excelets: Developing creative modeling experiences for secondary mathematics students. In V. Freiman& J.L. Tassell (Eds.), Creativity and Technology in Mathematics Education (pp. 203-231). New York, NY: Springer.
- Zelkowski, J., Gleason, J., Cox, D.C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173-206.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References