Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Margaret Niess, Oregon State University, United States ; Christine Browning, Western Michigan University, United States ; Shannon Driskell, University of Dayton, United States ; Christopher Johnston, George Mason University, United States ; Rachel Harrington, Western Oregon University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
An overarching construct called TPACK has been proposed as the interconnection and intersection of technology, pedagogy and content knowledge. Mathematics Teacher TPACK Standards and a Mathematics Teacher TPACK Development Model are proposed for guiding revisions in mathematics teacher preparation. The panel will engage the audience in generating research hypotheses for investigation for revising college level mathematics content courses designed for pre-service teachers, mathematics education courses, and mathematics education practicums. The intent is to guide the audience in identifying research questions and thinking about methodologies for investigating questions for guiding the development of pre-service mathematics teachers’ TPACK. The discussion aims to deepen the knowledge of the TPACK framework and reflect on how to use this framework to develop or improve the mathematics teacher preparation in guiding the development of TPACK.
Niess, M., Browning, C., Driskell, S., Johnston, C. & Harrington, R. (2009). Mathematics Teacher TPACK Standards and Revising Teacher Preparation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3588-3601). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).