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Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy
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, North Carolina State University, United States ; , , National Institute of Education, Nanyang Technological University, Singapore

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We present our findings about the effectiveness of a 12-week ICT integration course, which emphasized student-centered pedagogy, on 108 Singaporean pre-service teachers’ TPACK. The effects were evaluated using a validated TPACK survey instrument. CFA of the pre-course survey results yielded an eight-factor model with the Content Knowledge (CK) component divided into two subject-specific components. Paired-sample t-test showed significant increase in the participants’ ratings of all TPACK components. TPK, TCK and TPCK were the three most improved components and PCK was the least improved component perceived by the participants. Emphasizing student-centered pedagogy improved pre-service teachers’ knowledge about how various components related to technology, pedagogy and content interacted differently. In retrospect, insufficient attention was given to non-ICT based pedagogical approaches to enhance the participants’ PCK, which might be necessary for future pre-service ICT courses.

Citation

Lee, K., Chai, C.S. & Koh, J.H.L. (2012). Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3915-3921). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

Keywords

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Cited By

  1. TPACK: Exploring a Secondary Pre-service Teachers’ Context

    Petrea Redmond, University of Southern Queensland, Australia; Jennifer Lock, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5084–5091

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