A Clash between Knowledge and Practice: A Case Study of TPACK in Three Pre-Service Secondary Mathematics Teachers
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| Title: | A Clash between Knowledge and Practice: A Case Study of TPACK in Three Pre-Service Secondary Mathematics Teachers |
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| Language: | English |
| Authors: | Akapame, Rejoice, Burroughs, Elizabeth, Arnold, Elizabeth |
| Source: | Journal of Technology and Teacher Education. Jul 2019 27(3):269-304. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education High Schools |
| Descriptors: | 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 |
| ISSN: | 1059-7069 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://www.learntechlib.org/primary/p/208634/ |
| Accession Number: | EJ1240084 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1059-7069 |
