More Than High or Low: Preservice Teacher Cluster Membership When Learning to Teach Online

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Pre- and In-Service Teacher Development With Technology as an Agent of Change (Table 16)

Abstract

Using pre-service teachers’ (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study’s cluster analysis identified five distinct learning trajectories: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, TPACK Lingerers. Instead of using a single timepoint for identifying high or low PST clusters, this study incorporated both pre/post- survey responses to identify five clusters. It furthermore examined cluster differences in technology acceptance and intentions to use technology in their future classrooms. MANOVA, ANOVA, and Chi-square analysis were employed to examine how TPACK subdomains changed within and between clusters. This study presents finely detailed patterns of TPACK development that will inform both future research and teacher education programs.

Authors

• Jacob A. Hall, SUNY - College at Cortland

• Jiaming Cheng, Liaoning Normal University

• Qiu Wang, Syracuse University

• Jing Lei, Syracuse University