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Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development


Journal of Educational Computing Research Volume 48, Number 2, ISSN 0735-6331


This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required for effective use of technology in classroom teaching. Data were collected from 58 pre-service teachers in the context of a teacher education program in the United States. Results indicated that case development provided a fruitful context for helping pre-service teachers bring together different knowledge bases to design and implement effective technology-integrated lessons. (Contains 2 figures and 4 tables.)


Mouza, C. & Karchmer-Klein, R. (2013). Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development. Journal of Educational Computing Research, 48(2), 127-152. Retrieved April 19, 2019 from .

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