Using a multidimensional approach to examine TPACK among teacher candidates

Wen, Huijing; Shinas, Valerie Harlow

doi:10.1080/21532974.2020.1804493

Cited by 11 publications

(5 citation statements)

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“…Future research efforts may focus on examining if and how a larger sample of international students matriculating in teacher education programs apply coursework into their teaching in their home countries. In addition, there is evidence pointing to the need for multidimensional assessment of preservice teachers' TPACK knowledge (Mouza, 2016;Mouza & Karchmer-Klein, 2013;Wen & Shinas, 2020). Given that there is a gap between Tina's reported TPACK knowledge and its application, the sources of this variability in the reported knowledge and applied knowledge need to be further investigated.…”

Section: Discussionmentioning

confidence: 99%

The Asian Conference on Education 2020: Official Conference Proceedings

2021

ACE Official Conference Proceedings

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Section: Discussionmentioning

confidence: 99%

The Asian Conference on Education 2020: Official Conference Proceedings

2021

ACE Official Conference Proceedings

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“…What makes this study exploratory mixed-methods research lies in using both qualitative and quantitative methods to seek answers to the research questions (Creswell and Plano Clark, 2011) and to gain a deeper understanding of them (Creswell, 2012). The need for collecting both qualitative and quantitative data in this study becomes obvious, bearing in mind the issue that measuring pre-service teachers’ TPACK is difficult (Wen and Shinas, 2020). Moreover, as stated by Creswell (2012), mixed-methods research “consists of merging, integrating, linking, or embedding the two ‘strands’.” In short, the data are ‘mixed’ in a “mixed-methods study” (p. 535).…”

Section: Methodsmentioning

confidence: 99%

An examination into pre-Service English-as-a-Foreign-Language teachers’ Self-Perceived technological-Pedagogical-Content-knowledge

Koşar

2023

E-Learning and Digital Media

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A literature review indicates that no research has been conducted to date to examine pre-service English as a foreign language (EFL) teachers’ self-perceived technological pedagogical content knowledge (TPACK). Therefore, this study explores pre-service EFL teachers’ (PSEFLTs) self-perceived TPACK, to understand whether it changes in line with their year of study and their views on the probable contribution of the pre-service English teacher education program to their TPACK. The findings obtained from the analysis of the data collected from a 36-item EFL TPACK questionnaire, conducted by performing descriptive statistics, one-way ANOVA and a post hoc analysis, revealed that the level of PSEFLTs’ technological knowledge was the highest, while their content knowledge was the lowest. In addition, there was a statistically significant difference in 28 items between the PSEFLTs’ TPACK, resulting from the responses of the second-year students. The content analysis of the qualitative data gathered from telephone interviews demonstrated that even though the interviewees overwhelmingly regarded their TPACK level as high, they suggested that the curriculum for this program could be enriched by adding a course to it on the use of technology in EFL teaching.

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“…Canbazoglu Bilici et al (2016) developed an observation protocol based on Magnusson et al (1999) PCK study to assess lesson demonstrations using technology. Wen and Shinas (2020) conducted an observational assessment of pre‐service teachers' TPACK based on Hofer and Grandgenett (2012) TPACK assessment criteria. Yeh et al (2015) investigated the integration of ICT into education by assessing teachers' level of proficiency through interviews.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

Kim,

Song,

2024

Computer Assisted Learning

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BackgroundTPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare.ObjectivesThis study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases.MethodsWe qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study.Results and ConclusionsBased on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education.

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Using a multidimensional approach to examine TPACK among teacher candidates

Cited by 11 publications

References 24 publications

The Asian Conference on Education 2020: Official Conference Proceedings

The Asian Conference on Education 2020: Official Conference Proceedings

An examination into pre-Service English-as-a-Foreign-Language teachers’ Self-Perceived technological-Pedagogical-Content-knowledge

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

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