A Longitudinal Investigation of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK) Development in the Context of a Teacher Preparation Program

• In Event: 29.065 - Preservice and In-Service Teachers Using Technology: Implications for Teacher Education Programs

Abstract

This study uses longitudinal data collected from freshman to senior year, to investigate the development of pre-service teachers’ technological pedagogical content knowledge (TPACK) throughout their initial teacher preparation program. Findings indicated that educational technology coursework, content, methods courses, and field experience collectively provided pre-service teachers’ with opportunities to develop their knowledge of teaching with technology. Findings, however, indicated that opportunities to develop TPACK are limited in the absence of intentional coursework. Further, findings indicated that intentional coursework in technology might be more effective when spaced throughout teacher education programs to ensure that knowledge gains are retained over time.

Authors

• Chrystalla Mouza, University of Delaware

• Ratna Nandakumar, University of Delaware

• Sule Yilmaz Ozden, Sakarya University

• Rachel A. Karchmer-Klein, University of Delaware