Capturing Student Teachers' TPACK by Using T-CoRe and Video-Annotation as Self-Reflective Tools for Flexible Learning in Teacher Education

Autor/inn/en	Karlsson, Göran; Nilsson, Pernilla
Titel	Capturing Student Teachers' TPACK by Using T-CoRe and Video-Annotation as Self-Reflective Tools for Flexible Learning in Teacher Education
Quelle	In: Technology, Pedagogy and Education, 32 (2023) 2, S.223-237 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karlsson, Göran) ORCID (Nilsson, Pernilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2023.2170455
Schlagwörter	Student Teachers; Technological Literacy; Pedagogical Content Knowledge; Reflection; Video Technology; Secondary School Teachers; Science Teachers; Technology Uses in Education; Critical Incidents Method; Documentation; Vignettes; Demonstrations (Educational) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Technisches Wissen; Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Dokumentation; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers' knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers' video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01