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Between the Notion and the Act: Veteran Teachers' TPACK and Practice in 1:1 Settings
DISSERTATION

, North Carolina State University, United States

North Carolina State University . Awarded

Abstract

The technological pedagogical content knowledge (TPACK) framework is a nuanced lens to study teachers’ 21st century professional knowledge and practice (Mishra & Koehler, 2006). Veteran teachers in 1:1 settings have not been the focus in TPACK research. In this mixed-methods study, veteran teachers were surveyed to determine their self-reported technological pedagogical content knowledge (TPACK). Qualitative data included teachers’ videotaped lessons, interview transcripts and field notes. Discussion highlights the need for a valid and reliable instrument to measure secondary teachers’ TPACK, the value of a priori coding to illuminate TPACK, and generational challenges veteran teachers face while practicing in 1:1 settings.

Citation

Hervey, L.G. Between the Notion and the Act: Veteran Teachers' TPACK and Practice in 1:1 Settings. Ph.D. thesis, North Carolina State University. Retrieved December 11, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords