Enhancing Pre-service Teachers' TPACK via Project-based Learning

• In Event: INTL - Teachers, Technology and Pedagogy in International Contexts

Short Description

Drawing on elements of case study and grounded theory, this qualitative study aims at investigating how Taiwanese pre-service teachers develop their TPACK competence via a project-based learning approach and explores how their experience with project-based learning impacts their attitude toward translating the notion of TPACK into their future practice. Findings may provide insights for teacher preparation programs for designing and structuring future technology integration courses.

Authors

• Wan-Lin Yang, National Cheng Kung University

• Michael K Thomas, University of North Carolina Charlotte

• Szu-Yueh Justine Chien, UGA