Journal of Technology and Teacher Education Volume 22, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed-method multiple case study, we documented in-service K-8 teachers’ perceptions of their TPACK development through surveys and interviews. In addition, we conducted classroom observations to assess the degree of alignment between these perceptions and actual practice. The results indicated that teachers’ perceptions of their TPACK development were generally positive, but were not always supported by evidence from classroom observations. This research indicates the importance of using multiple lines of evidence when investigating complex constructs such as TPACK and discusses possible reasons for lack of alignment between perception and practice.
Staus, N., Gillow-Wiles, H. & Niess, M. (2014). TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?. Journal of Technology and Teacher Education, 22(3), 333-360. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education
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The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation
Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2989–2995
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