A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education

Autor/inn/en	Mouza, Chrystalla; Nandakumar, Ratna; Yilmaz Ozden, Sule; Karchmer-Klein, Rachel
Titel	A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education
Quelle	In: Action in Teacher Education, 39 (2017) 2, S.153-171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1248301
Schlagwörter	Longitudinal Studies; Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Teacher Education Programs; Program Design; Qualitative Research; Statistical Analysis; Skill Development; Technology Integration; Elementary School Teachers; Middle School Teachers; Teaching Methods; Undergraduate Students; Course Descriptions; Electronic Publishing; Student Surveys; Student Attitudes; Likert Scales; Case Studies + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pädagogische Kompetenz; Technisches Wissen; Programme design; Programmaufbau; Programmplanung; Qualitative Forschung; Statistische Analyse; Kompetenzentwicklung; Qualifikationsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Elektronisches Publizieren; Schülerbefragung; Schülerverhalten; Likert-Skala; Case study; Fallstudie; Case Study
Abstract	This study used longitudinal data to investigate the development of preservice teachers' Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation experiences collectively provided preservice teachers' with opportunities to develop their knowledge of teaching with technology from their freshman to their junior/senior year. Opportunities to develop and retain knowledge gains over time, however, were limited in the absence of intentional educational technology coursework. Findings have implications for the design of teacher education programs on the use of technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01