TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program

Authors

Mark Hoffer, College of William and Mary
Neal Grandgenett, University of Nebraska at OmahaFollow

Document Type

Article

Publication Date

9-2012

Journal Title

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).

Comments

Journal of Research on Technology in Education, vol. 45, no. 1 © 2012, ISTE ® (International Society for Technology in Education), www.iste.org All rights reserved. Used by permission.

Recommended Citation

Hoffer, Mark and Grandgenett, Neal, "TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program" (2012). Teacher Education Faculty Publications. 34.
https://digitalcommons.unomaha.edu/tedfacpub/34