A Study of Special Education Teachers' TPACK Development in Mathematics and Science through Assessment of Lesson Plans

Autor/inn/en	Lyublinskaya, Irina; Tournaki, Nelly
Titel	A Study of Special Education Teachers' TPACK Development in Mathematics and Science through Assessment of Lesson Plans
Quelle	In: Journal of Technology and Teacher Education, 22 (2014) 4, S.449-470 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Special Education Teachers; Lesson Plans; Pedagogical Content Knowledge; Preservice Teacher Education; Preservice Teachers; STEM Education; Learning Problems; Behavior Problems; Technology Uses in Education; Technological Literacy; Technology Integration; Technology Education; Educational Technology; Scoring Rubrics; Student Developed Materials; Achievement Gains; Course Objectives; Course Descriptions; Factor Analysis; Correlation; Teaching Skills; Capacity Building; New York + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; STEM; Lernproblem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Unterrichtsmedien; Scoring formulas; Auswertungsbogen; Achievement gain; Leistungssteigerung; Kursstrukturplan; Faktorenanalyse; Korrelation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional technology in teaching science and mathematics to children with learning and behavior disabilities. The "TPACK Levels Rubric" developed by Lyublinskaya and Tournaki (2011) was used to assess participants' lesson plans created as part of the required course work submitted during the 5th and 12th (out of 15) weeks of instruction. The paired samples t-test revealed that upon completion of the course requirements, the participants' TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK. Implications for teacher education programs are discussed. (ERIC).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10