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From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers
ARTICLE

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Journal of Science Education and Technology Volume 19, Number 6, ISSN 1059-0145

Abstract

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK. (Contains 1 figure.)

Citation

Jang, S.J. & Chen, K.C. (2010). From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Journal of Science Education and Technology, 19(6), 553-564. Retrieved April 25, 2019 from .

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Cited By

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    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2423–2430

  2. Effects of Learning with e-TPCK on Pre-service Teachers’ Technological Pedagogical Content Knowledge

    Andri Christodoulou, University of Cyprus, Cyprus

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2012–2018

  3. Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

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    Issues and Trends in Educational Technology Vol. 4, No. 1 (Nov 14, 2016)

  4. Developing Preservice Teachers Technology Integration skills using TPACK

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    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2796–2801

  5. Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

    Syh-Jong Jang & Meng-Fang Tsai, Chung-Yuan Christian University

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  6. Using the TPACK framework to unite disciplines in online learning

    Alan Anderson & Nicholas Barham, University of Newcastle; Maria Northcote, Avondale College

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  7. Digital Guidebook Supporting TPACK for Teachers to Teach Learners Motor Skills in Physical Education

    Kosuke Terashima & Shinsuke Takesue, Faculty of Education, Nagasaki University, Japan; Takako Koshimizu, Faculty of Education, Shizuoka University, Japan; Takashi Fujiki, Faculty of Education, Nagasaki University, Japan

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 128–133

  8. Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

    Liangyue Lu & Jing Lei, Syracuse University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4729–4737

  9. Influence of Graduate Coursework on Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Skill Development: An Exploratory Study

    Crystal Machado, DeAnna Laverick & Jason Smith, Indiana University of Pennsylvania, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4402–4407

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