Preservice Teachers' TPACK Development: A Review of Literature

Wei, Wang; Schmidt-Crawford, Denise A.; Jin, Yi

doi:10.1080/21532974.2018.1498039

Cited by 158 publications

(129 citation statements)

References 39 publications

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“…The TPACK-model by Mishra and Koehler (2006) takes technological knowledge into account (see Figure 2). Therefore, Wang et al (2018) support the TPACK-model to describe the professional knowledge of teachers. TPACK is the abbreviation for technological pedagogical content knowledge.…”

Section: Professional Knowledge Of Teachersmentioning

confidence: 80%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.

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Section: Professional Knowledge Of Teachersmentioning

confidence: 80%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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“…The high level of autonomy granted to students in their learning process also leads to difficulties in the development of the teacher/tutor's role [73]. Furthermore, if this teaching and learning strategy integrates ICT, it will require greater teacher training in the three types of content contemplated in the TPACK model (technological knowledge, pedagogical knowledge, and content knowledge) [74].…”

Section: Discussionmentioning

confidence: 99%

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Sánchez

Eguizábal

2019

Sustainability

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Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

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“…", the articles found were analyzed regarding the kind of teacher training (pre-service or inservice) and application of the TPACK framework (theoretical or experimental), obtaining the following distribution: As shown in Figure 5, 69.57% of the articles were conducted with in-service teacher training and 30.43% with pre-service teacher training. This smaller number of research related to pre-service teacher training has previously been evidenced in a literature review presented by Wang, Schmidt-Crawford, and Jin (2018). The authors point out the use of the TPACK framework as an interesting resource for application since the pre-service teacher training, to provide training for future teachers on the integration of technologies in their pedagogical practices.…”

Section: Countrymentioning

confidence: 95%

Technological Pedagogical Content Knowledge (TPACK) in pre-service and in-service chemistry teacher training: a systematic literature review

Bernardes

Neto

2021

RENOTE

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To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.

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Preservice Teachers' TPACK Development: A Review of Literature

Cited by 158 publications

References 39 publications

Vocational Education and Training in the Age of Digitization

Vocational Education and Training in the Age of Digitization

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Technological Pedagogical Content Knowledge (TPACK) in pre-service and in-service chemistry teacher training: a systematic literature review

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