Document Type
Article
Department/Program
Education
Publication Date
2012
Journal
Journal of Research on Technology in Education
Volume
45
Issue
1
First Page
83
Last Page
106
Abstract
How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Keywords
Technology Integration, Mixed Methods Research, Surveys, Longitudinal Studies, Educational Technology, Preservice Teacher Education, Preservice Teachers, Pedagogical Content Knowledge, Graduate Study, Secondary Education, Pilot Projects, Measurement Techniques, Statistical Analysis
Recommended Citation
Hofer, Mark J. and Grandgenett, Neal, "TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program" (2012). Articles. 26.
https://scholarworks.wm.edu/articles/26
