Preservice Teachers' Perception and Beliefs of Technological Pedagogical Content Knowledge (TPACK) in Algebra

• In Event: 52.081 - Exploring Models for Integrating Technology Into Teacher Education

Abstract

The purpose of this study was to investigate elementary pre-service teachers’ content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers enrolled into the university core program and the teacher education program. Quantitative analysis was utilized to analyze the collect data. Results indicated that there were significant differences in content knowledge for System Equations between the pre-service teachers from two programs. The five sub-scales of the algebra content were significantly correlated with each other. Content knowledge and pedagogical knowledge significantly predicted TPACK. Technology skills had a significant impact on pre-service teachers’ TK, PK, TCK, PCK, and TPACK.

Authors

• Cheng-Yao Lin, Southern Illinois University - Carbondale

• Yu-Chun Kuo, Rowan University