4.7 Article

Fostering pre-service teachers' technological pedagogical content knowledge (TPACK): A quasi-experimental field study

Journal

COMPUTERS & EDUCATION
Volume 174, Issue -, Pages -

Publisher

PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2021.104304

Keywords

Professional knowledge; Technology integration; TPACK; Teacher education

Funding

  1. Ministry of Science, Research and Arts of Baden-Wurttemberg

Ask authors/readers for more resources

This study aimed to investigate how to support pre-service teachers' development of Technological Pedagogical Content Knowledge (TPACK) by developing subject-specific TPACK modules and evaluating their effectiveness through a quasi-experimental field study. The results showed that the modules were beneficial for pre-service teachers in acquiring more TPACK, improving their technology-related self-efficacy, and increasing support for technology integration.
Against the backdrop of preparing students for a digitalized future, supporting pre-service teachers' development of technological pedagogical content knowledge (TPACK) has become paramount in pre-service teacher education. Whether and how pre-service teachers' acquisition of TPACK could be supported is still an open question, as previous research predominantly relied on correlational data and/or self-report assessments. Based on previous research, we developed subject-specific versions of a TPACK-module to support the acquisition of TPACK. Further purpose of the TPACK-module was to enhance technology-related motivation, as motivational orientations have been documented to be crucial for technology integration. We evaluated the effectiveness of the module by means of a quasi-experimental field study. Pre-service teachers (N = 208), enrolled in five subjects, attended regular semester courses on subject-matter pedagogies. In half of the courses, we randomly implemented subject-specific TPACK-modules (duration: three weeks), in which pre-service teachers were taught in using technology for subject-matter teaching, whereas the control condition attended the regular courses without the TPACK-module. We found that pre-service teachers in the courses with the TPACK-modules acquired more TPACK than those in the control courses without the TPACK-modules. Significant effects were also obtained for preservice teachers' technology-related self-efficacy and their perceived support for technology integration. The effectiveness of the TPACK-modules could be explained by the obtained support for technology integration. The findings highlight the central need of adequate support for preservice teachers' development of technology-related professional knowledge and motivation in teacher education programs.

Authors

I am an author on this paper
Click your name to claim this paper and add it to your profile.

Reviews

Primary Rating

4.7
Not enough ratings

Secondary Ratings

Novelty
-
Significance
-
Scientific rigor
-
Rate this paper

Recommended

No Data Available
No Data Available