TY - JOUR
T1 - Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
AU - Shinas, Valerie Harlow
AU - Karchmer-Klein, Rachel
AU - Mouza, Chrystalla
AU - Yilmaz-Ozden, Sule
AU - J. Glutting, Joseph
N1 - Publisher Copyright:
© 2015, © 2015 ISTE.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the extents to which preservice teachers' knowledge increased in response to technology preparation and to determine the contribution of individual knowledge components, including technological knowledge, pedagogical knowledge, and technological pedagogical knowledge, to the development of TPACK. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK. Findings from this work help explicate the significant contributions of individual knowledge components to TPACK development and have implications for teacher preparation programs on the use of technology.
AB - In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the extents to which preservice teachers' knowledge increased in response to technology preparation and to determine the contribution of individual knowledge components, including technological knowledge, pedagogical knowledge, and technological pedagogical knowledge, to the development of TPACK. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK. Findings from this work help explicate the significant contributions of individual knowledge components to TPACK development and have implications for teacher preparation programs on the use of technology.
UR - http://www.scopus.com/inward/record.url?scp=84967609383&partnerID=8YFLogxK
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U2 - 10.1080/21532974.2015.1011291
DO - 10.1080/21532974.2015.1011291
M3 - Article
AN - SCOPUS:84967609383
SN - 2153-2974
VL - 31
SP - 47
EP - 55
JO - Journal of Digital Learning in Teacher Education
JF - Journal of Digital Learning in Teacher Education
IS - 2
ER -