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Beginning Teacher Knowledge: Results from a Self-Assessed TPACK Survey
ARTICLE

Australian Educational Computing Volume 26, Number 1, ISSN 1443-833X e-ISSN 1443-833X

Abstract

For over twenty years teachers in Australia and internationally have been encouraged to use ICT in their practice. Various government policies have been implemented to provide the technical means for teachers to do so as well as numerous teacher professional learning programs, often skills based, short term and off site. Yet teacher uptake of technologies in their routine classroom practice continues to be slow and uneven, with pre-service teacher education sometimes bearing the brunt of blame. The TPACK framework developed by Mishra and Koehler (2006) has emerged as an influential tool for describing the knowledge teachers need to integrate technology into their practice. This paper reports on a survey which measured the TPACK knowledge of sixty-four beginning teachers in Victoria, Australia. This data was analysed to reveal how beginning teachers self-assessed their knowledge in each of the seven domains, as well as to explore patterns by gender. As a result of these findings several suggestions for pre-service teacher education are made. (Contains 8 tables.)

Citation

Jordan, K. (2011). Beginning Teacher Knowledge: Results from a Self-Assessed TPACK Survey. Australian Educational Computing, 26(1), 16-26. Retrieved April 21, 2019 from .

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Cited By

  1. Measuring TPACK in Vietnam: Issues still remain

    Kathy Jordan, Huong Dinh & Jennifer Elsden-Clifton, RMIT University, Australia

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 851–856

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