Developing Technological Pedagogical Content Knowledge in Preservice Math and Science Teachers PROCEEDINGS
Rose Cavin, Maria Fernández, Florida State University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The concept of Technological Pedagogical Content Knowledge [TPCK] is defined as an awareness of the strategies that incorporate the use of technology to create a student-centered learning environment, and is focused in the overlapping areas of content knowledge, pedagogical knowledge, and technology (Mishra & Koehler 2006). Teacher education programs have been charged with providing teacher candidates experiences that promote the development of TPCK. To provide such experiences, the teacher education course, Integrating Technology in the Classroom, was modified to incorporate modeling by the instructor and microteaching lesson study [MLS] involvement by the preservice teachers. This project explores the development of TPCK in teacher candidates enrolled in the course. Data was collected qualitatively from two instrumental case studies through interviews, observations and course documents. Analysis conducted using the TPCK framework indicated the development of TPCK in both cases.
Cavin, R. & Fernández, M. (2007). Developing Technological Pedagogical Content Knowledge in Preservice Math and Science Teachers. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2180-2186). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2007 AACE