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Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program
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, Concordia University Chicago, 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), Waynesville, NC USA

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Abstract

Technological pedagogical content knowledge or TPACK (Koehler & Mishra, 2009) gives a framework for thinking about the knowledge necessary for teachers to think about, plan, and engage in instruction that utilizes technology. Recently a call has been made for the research community to think about how TPACK is situated and developed in specific contexts (Rosenberg & Koehler, 2015). This work attempts to address that call by looking at how a set of preservice science teachers’ TPACK developed in a pedagogy course specifically designed to include interventions centered around using technology in support of engaging science instruction. To assess this development, a new performance assessment instrument, the TPACK Science Scenario Tool (SST), was paired with an established self-report survey. Statistically significant results indicate that the PSSTs’ TPACK did develop over the pedagogy course interventions, with specific TPACK dimensions showing greater gains.

Citation

Kessler, A. (2016). Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2905-2908). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 9, 2021 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

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References

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