Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
Source: Journal of Digital Learning in Teacher Education, Volume 31, Issue 2, 2015, p. 47-55
This quantitative study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program.
Survey data were analyzed to determine the extents to which preservice teachers' knowledge increased in response to technology preparation.
The study also interested to determine the contribution of individual knowledge components, including technological knowledge, pedagogical knowledge, and technological pedagogical knowledge, to the development of TPACK.
Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
These findings help explicate the significant contributions of individual knowledge components to TPACK development and have implications for teacher preparation programs on the use of technology.