Education and Information Technologies Volume 21, Number 4, ISSN 1360-2357
Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers' technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for "proto-TPK" as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers.
Kontkanen, S., Dillon, P., Valtonen, T., Renkola, S., Vesisenaho, M. & Väisänen, P. (2016). Pre-Service Teachers' Experiences of ICT in Daily Life and in Educational Contexts and Their Proto-Technological Pedagogical Knowledge. Education and Information Technologies, 21(4), 919-943.
Teemu Valtonen, Sini Kontkanen, Jari Kukkonen, Erkko Sointu & Susanna Pöntinen, University of Eastern Finland, Finland
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2489–2496
Erkko Sointu & Teemu Valtonen, University of Eastern Finland, Finland; Christine Cutucache, University of Nebraska at Omaha, United States; Jari Kukkonen, University of Eastern Finland, Finland; Matthew C. Lambert, University of Nebraska-Lincoln, United States; Kati Mäkitalo-Siegl, University of Eastern Finland, Finland
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2462–2469
Antti Lehtinen, Pasi Nieminen & Jouni Viiri, University of Jyvaskyla, Finland
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 2 (June 2016) pp. 151–171
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