A Five-Year, Multiple-Cohort, Longitudinal Study of TPACK Components Related to Program Design

• In Event: Poster Session

Description for Program

This poster will focus on the initial findings of a five-year, four-cohort study in one research university's teacher preparation program and how these findings shaped a new model at improving confidence and ability of TPACK knowledge dispositions for teaching mathematics.

Author

• Jeremy Zelkowski, University of Alabama