Development of Preservice Teachers' TPACK for Online Teaching in Online Environment: Learning Trajectories Approach

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Abstract

Studies show that Technological Pedagogical Content Knowledge (TPACK) develops gradually through ongoing practice, but little is known about the ways preservice teachers’ TPACK learning trajectories are shaped by different experiences of preservice teachers in their teacher preparation courses. Using timelining analysis, this study examined development of TPACK of preservice teachers participating in an online seven-week summer program that focused on the purpose and the role of traditional and emerging instructional technologies in teaching and learning. The study results suggest that overall TPACK growth could be attributed to the program design, choice of technology tools, and structure of assignments. Further studies are needed to gain an understanding of the factors affecting individual TPACK learning trajectories of preservice teachers in online environments.

Authors

• Irina Lyublinskaya, Teachers College, Columbia University

• Xiaoxue Du, Teachers College, Columbia University