A Clash between Knowledge and Practice: A Case Study of TPACK in Three Pre-Service Secondary Mathematics Teachers

Autor/inn/en	Akapame, Rejoice; Burroughs, Elizabeth; Arnold, Elizabeth
Titel	A Clash between Knowledge and Practice: A Case Study of TPACK in Three Pre-Service Secondary Mathematics Teachers
Quelle	In: Journal of Technology and Teacher Education, 27 (2019) 3, S.269-304 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Learning Processes; Student Attitudes; Lesson Plans; Educational Philosophy; Case Studies; Technology Uses in Education; Technology Integration; High School Teachers; Practicums; Course Content; Teacher Education Programs + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Lesson planning; Unterrichtsplanung; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Oberschule; Practicum; Praktikum; Praktika; Kursprogramm
Abstract	This research aims to explore the development and use of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. For this multiple case study, evidence of TPACK in three pre-service secondary mathematics teachers was collected during a 15-week semester, during which the pre-service teachers were enrolled in a three-course experience designed to develop an integrated understanding of the use of technology, pedagogy, and content in the teaching and learning of mathematics. Data were collected using a TPACK survey, teaching philosophy statements, lesson plans, student teaching episodes, and interviews, and researchers assigned levels of enacted TPACK and self-reported TPACK. Analysis highlights that the development of pre-service teachers' mathematics TPACK is complex, and pre-service teachers' dispositions about teaching, views of technology, and prior experience in using technology affect their technology use in the classroom. Our results suggest that a model of TPACK development in pre-service teachers is distinct from that used to understand TPACK development among in-service teachers. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01