Abstract

This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses, a focus group and a conference involving teacher educators, practicing teachers and pre-service teachers. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy. Further, the content-specific nature of the course encouraged pre-service teachers to consider the interactions among technology and content (TCK) more frequently compared to technology and pedagogy (TPK). Findings have implications for teacher education programs and for researchers interested in the development of pre-service teacher knowledge of teaching with technology.

Citation

Habowski, T. & Mouza, C. (2014). Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program. Journal of Technology and Teacher Education, 22(4), 471-495. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 1, 2023 from https://www.learntechlib.org/primary/p/114605/.

© 2014 Society for Information Technology & Teacher Education