Survey of preservice teachers’ pedagogical content knowledge for students’ multiplicative reasoning

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

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Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

Teachers College Record ◽

10.1177/016146811411600204 ◽

2014 ◽

Vol 116 (2) ◽

pp. 1-48 ◽

Cited By ~ 2

Author(s):

Chen Schechter ◽

Tova Michalsky

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Student Teachers ◽

Content Knowledge ◽

Repeated Measures ◽

Practical Wisdom ◽

Pedagogical Content ◽

Instructional Framework ◽

Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

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Teaching and Learning in the Digital Age

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch001 ◽

2019 ◽

pp. 1-23

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Theoretical Description ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

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The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch052 ◽

2016 ◽

pp. 1103-1119

Author(s):

James E. Jang ◽

Jing Lei

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practices ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Domains ◽

Integrate Technology ◽

The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch046 ◽

2018 ◽

pp. 986-1002

Author(s):

James E. Jang ◽

Jing Lei

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practices ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Domains ◽

Integrate Technology ◽

The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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