Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course

Autor/inn/en	Mourlam, Daniel James; Chesnut, Steven Randall; Bleecker, Heather
Titel	Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 3, S.152-169 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Undergraduate Students; Elementary Secondary Education; Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Program Effectiveness; Program Length; Measurement Techniques; Learning Activities; Educational Technology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Technisches Wissen; Messtechnik; Lernaktivität; Unterrichtsmedien
Abstract	Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK. (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