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...

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Publicado en:	Journal of Computer Assisted Learning Vol. 35; no. 4; pp. 491 - 503
Autores principales:	Valtonen, Teemu, Sointu, Erkko, Kukkonen, Jari, Mäkitalo, Kati, Hoang, Nhi, Häkkinen, Päivi, Järvelä, Sanna, Näykki, Piia, Virtanen, Anne, Pöntinen, Susanna, Kostiainen, Emma, Tondeur, Jo
Formato:	research tables/charts Journal Article
Publicado:	Wiley-Blackwell Aug2019
Acceso en línea:	Ver este registro en EBSCOhost