An Investigation of Preservice Teachers' Technological Pedagogical Content Knowledge Based on a Variety of Characteristics

Autor/in	Karaca, Feride
Titel	An Investigation of Preservice Teachers' Technological Pedagogical Content Knowledge Based on a Variety of Characteristics
Quelle	In: International Journal of Higher Education, 4 (2015) 4, S.128-136 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Preservice Teachers; Pedagogical Content Knowledge; Technological Literacy; Gender Differences; Career Choice; Student Attitudes; Handheld Devices; Technology Integration; Student Surveys; Measures (Individuals); Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Technisches Wissen; Geschlechterkonflikt; Schülerverhalten; Schülerbefragung; Messdaten
Abstract	A survey research was conducted to examine preservice teachers' Technological Pedagogical Content Knowledge (TPACK) and how it differs based on a variety of characteristics (i.e. gender, grade level, type of high school graduated, possession of different technologies etc.). The participants of the study included 142 preservice teachers from Computer Education and Instructional Technologies Department at Marmara University, Istanbul Turkey. The study results indicated that preservice teachers' TPACK scores differed based on gender, their reasons for choosing their profession, their perceptions of the value of school experience courses and their possession of tablet computers. Understanding the characteristics that would have an influence on preservice teachers' TPACK level provides valuable insights to the development of teacher preparation activities that would lead to more efficient use of technologies in their future professions. As preservice education has a good potential to influence prospective teachers' use of technologies in their future career, the study results will provide valuable insights about how to improve teachers' technology integration starting from their undergraduate degrees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01