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ERIC Number: EJ1220850
Record Type: Journal
Publication Date: 2019-Aug
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
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 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland