Examining Pre-Service Teachers' Technological Pedagogical Content Knowledge as Evolving Knowledge Domains: A Longitudinal Approach

Autor/inn/en	Valtonen, Teemu; Sointu, Erkko; Kukkonen, Jari; Mäkitalo, Kati; Hoang, Nhi; Häkkinen, Päivi; Järvelä, Sanna; Näykki, Piia; Virtanen, Anne; Pöntinen, Susanna; Kostiainen, Emma; Tondeur, Jo
Titel	Examining Pre-Service Teachers' Technological Pedagogical Content Knowledge as Evolving Knowledge Domains: A Longitudinal Approach
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 4, S.491-502 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valtonen, Teemu) ORCID (Sointu, Erkko) ORCID (Kukkonen, Jari) ORCID (Mäkitalo, Kati) ORCID (Hoang, Nhi) ORCID (Häkkinen, Päivi) ORCID (Järvelä, Sanna) ORCID (Näykki, Piia) ORCID (Virtanen, Anne) ORCID (Pöntinen, Susanna) ORCID (Kostiainen, Emma) ORCID (Tondeur, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12353
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Technological Literacy; Evaluation Methods; Teacher Education Programs; Self Esteem; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Self-esteem; Selbstaufmerksamkeit; Ausland; Finnland
Abstract	The aim of this study is to outline the development and changes in pre-service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3-year teacher education period. The target group consisted of pre-service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre-service teachers' TPACK. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01