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Developing Content Methods Faculty and Teacher Candidate Technological, Pedagogical, Content Knowledge through Faculty Development: Exploration of a Design-Based Approach
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, University of South Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined a design-based faculty development experience to determine if there were any positive increases in content methods faculty Technological, Pedagogical, Content Knowledge (TPACK), as well as if the instruction created through the faculty development experience resulted in any candidate TPACK development. Data on faculty TPACK was collected through a pre-post structured interview protocol, while a pre-post self-report survey was used to examine candidate TPACK. Data was analyzed using both descriptive and inferential statistics. Findings suggested positive increases in faculty TPACK domains, as well as statistically significant increases in some candidate TPACK domains. Implications resulting from this study are related to faculty development practices in teacher education programs with specific attention to content methods faculty.

Citation

Mourlam, D. (2016). Developing Content Methods Faculty and Teacher Candidate Technological, Pedagogical, Content Knowledge through Faculty Development: Exploration of a Design-Based Approach. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2976-2983). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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