A Virtual Internship for Developing Technological Pedagogical Content Knowledge

Autor/in	Oner, Diler
Titel	A Virtual Internship for Developing Technological Pedagogical Content Knowledge
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 2, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oner, Diler)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Computer Simulation; Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Practicums; Games; Authentic Learning; Preservice Teachers; Preservice Teacher Education; Instructional Design; Epistemology; Thinking Skills; Computer Mediated Communication; Teaching Methods; Internship Programs; Teacher Educators; Instructional Innovation; Network Analysis + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Pädagogische Kompetenz; Technisches Wissen; Practicum; Praktikum; Praktika; Game; Spiel; Spiele; Lehramtsstudiengang; Lehrerausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Erkenntnistheorie; Denkfähigkeit; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Berufspraktische Ausbildung; Teacher education; Education; Lehrerbildung; Educational Innovation; Bildungsinnovation; Netzplantechnik
Abstract	This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers' technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum simulation games where participants assume the role of a professional, work collaboratively on authentic tasks, and engage in complex professional thinking. The online collaborative chat records of 33 preservice teachers who played the game over the course of 8 weeks were analysed using epistemic network analysis (ENA), which made it possible to examine the dynamic connections between various TPACK domains over time. The analysis showed that participants' TPACK representations gradually became more complex in terms of the number of pedagogical considerations and the strength of connections between pedagogical considerations, technology, and content. Suggestions are made for designing learning environments that aim to develop preservice teachers' TPACK. Implications for practice or policy: (1) Findings suggest that virtual internships are an effective means of developing preservice teachers' TPACK; (2) Teacher educators can use this knowledge when designing learning environments not only to develop preservice teachers' TPACK but also other forms of teacher professional knowledge; (3) ENA affords an innovative way to assess TPACK development; and (4) TPACK can be framed as an epistemic frame, which could better align with its conceptualisation. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01