Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

Thomas Habowski, Chrystalla Mouza

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses, a focus group and a conference involving teacher educators, practicing teachers and pre-service teachers. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy. Further...
Original languageEnglish (US)
Pages (from-to)471-495
Number of pages25
JournalJournal of Technology and Teacher Education
Volume22
Issue number4
StatePublished - Oct 1 2014
Externally publishedYes

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