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Understanding Teacher Candidate TPACK while Participating in a STEM Professional Development School Partnership Program
PROCEEDING

, University of South Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Preparing teacher candidates to teach with technology is an enduring issue within teacher education. As programs throughout the United States have revised curriculum to prepare candidates to combine their knowledge of content, pedagogy, and technologies, multiple approaches to teacher candidate TPACK development have emerged. One approach concurrently enrolls teacher candidates in educational technology, methods, and field experience courses. Building upon these efforts, the purpose of this study was to investigate teacher candidate TPACK development while enrolled in an educational technology course taught as part of a STEM professional development school partnership program. A self-report TPACK survey instrument was used to collect pre-post data from two cohorts of teacher candidates enrolled in the program. Data was analyzed using descriptive and inferential statistics. Findings indicated a statistically significant increase on most composite TPACK domains with medium and large effect sizes.

Citation

Mourlam, D. (2019). Understanding Teacher Candidate TPACK while Participating in a STEM Professional Development School Partnership Program. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2479-2488). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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