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Preservice Teachers’ TPACK Beliefs and Attitudes Toward Simulations
article

, , , University of Jyvaskyla, Finland

CITE Journal Volume 16, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers’ (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching and on their disposition toward integrating simulations in their teaching was also studied. The results showed statistically significant differences between preservice teachers’ pre- and posttests in content knowledge, pedagogical knowledge, and TPACK domains. Preservice science teachers’ technological knowledge correlated with their views on the usefulness of simulation and disposition toward integrating simulations in teaching. The implication for science teacher training is that more attention should be paid to developing preservice teachers’ beliefs about their technological knowledge throughout their teacher training in order to encourage them to use simulations in science teaching.

Citation

Lehtinen, A., Nieminen, P. & Viiri, J. (2016). Preservice Teachers’ TPACK Beliefs and Attitudes Toward Simulations. Contemporary Issues in Technology and Teacher Education, 16(2), 151-171. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 22, 2019 from .

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Cited By

  1. The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings

    Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States

    Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113

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