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Student teachers’ perceptions of knowledge and knowledge of perception
PROCEEDINGS

, Universitat Rovira i Virgili, Spain ; , Universitat Oberta de Catalunya, Spain

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The objective of the present study is to question if pre-service teachers’ perceptions regarding what a good teacher should know change or not after taking a course with a technological pedagogical knowledge orientation. The study participants are student teachers enrolled in a course with a technological pedagogical knowledge orientation. It is argued that perceptions of what good teachers know and do should be made explicit, so as they can develop new knowledge and, therefore, become able to revise their perceptions of the role of teacher.

Citation

de Olvieira, J.M. & Romero, M. (2010). Student teachers’ perceptions of knowledge and knowledge of perception. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2351-2356). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .

Keywords

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

    Agyei Douglas, University of Cape Coast, Ghana; Jared Keengwe, University of North Dakota, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2473–2481

  2. Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.