An Investigation of How Preservice Teachers Develop TPACK After Content Methodology Courses
Wei Wang, Denise Crawford, Dale Niederhauser, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Emerged from Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) was designed as a useful framework to understand the complexities that Pre-K-12 teachers encounter when integrating technology into their curricular practices. However, it is difficult to develop methods to measure TPACK and its sub-domains. This study investigates preservice teachers’ development in technology, pedagogy and content knowledge (TPACK) through triangulated assessments (survey, interview and open-ended questions) after completing the required content specific methodology courses. Data were collected at multiple times during the preservice teachers preparation program. Findings suggest that the method courses may play a critical role in developing preservice teachers’ knowledge in technology, content and pedagogy. Preservice teachers' pedagogical knowledge were increased. However, lack of support in technology integration in practicum and methodology courses may result the decrease of TPK, TCK and TPACK domains.
Wang, W., Crawford, D. & Niederhauser, D. (2013). An Investigation of How Preservice Teachers Develop TPACK After Content Methodology Courses. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5104-5111). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).