Examining pre‐service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach.
The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education per...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 4; pp. 491 - 503 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137286838&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137286838 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2019 vid: 35 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 137286838 137286838 137286838 10.1111/jcal.12353 137286838 ppf: 491 ppct: 12 formats: tig: atl: Examining pre‐service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. aug: au: Valtonen, Teemu Sointu, Erkko Kukkonen, Jari Mäkitalo, Kati Hoang, Nhi Häkkinen, Päivi Järvelä, Sanna Näykki, Piia Virtanen, Anne Pöntinen, Susanna Kostiainen, Emma Tondeur, Jo affil: Faculty of Philosophy, University of Eastern Finland, Joensuu Finland sug: subj: Students, Undergraduate Psychosocial Factors Teaching Education Teachers Psychosocial Factors Teaching Methods Information Technology Utilization Knowledge Evaluation Conceptual Framework Utilization Human Descriptive Statistics Funding Source Prospective Studies Models, Educational Confidence Finland Faculty Development Conceptual Framework Transitional Programs Professional Development Professional Knowledge Evaluation Questionnaires Data Analysis Software Skill Acquisition ab: The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre‐service teachers' TPACK. Lay Description: What is already known about this topic: There are several studies focusing on pre‐service teachers' self‐perceived technological pedagogical content knowledge (TPACK) areasThere are differences amongst pre‐service teachers based on their confidence with different TPACK areasThere is a lack of longitudinal studies focusing on changes in pre‐service teachers' TPACK profiles during teacher educationWhat this paper adds: This research provides 3 years perspective for changes in pre‐service teachers' TPACK during teacher educationConfidence for different TPACK areas evolve at different paces during teacher educationHighest gains were for TPACK areas related to pedagogyThe relation of TPACK areas change during teacher education, that is, how differently or similarly TPACK areas are assessed compared with each otherImplications for practice and/or policy: There is a need for better support for pre‐service teachers' technological content knowledge and technological knowledge in teacher educationIn future studies, it is important to outline factors affecting the changes in TPACK profilesProfiling of pre‐service teachers' TPACK is needed for targeting appropriate support. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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