Pedagogies Across Subjects What Are Preservice Teachers’ TPACK Patterns of Integrating Technology in Practice?

This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple dat...

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Bibliographic Details
Published inJournal of educational computing research Vol. 55; no. 3; pp. 346 - 373
Main Authors Szeto, Elson, Cheng, Annie Yan Ni
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2017
Subjects
Case Studies
Data Analysis
Foreign Countries
Lesson Plans
Observation
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Semi Structured Interviews
Technological Literacy
Technology Integration
Hong Kong
four themes of technological pedagogical and content knowledge
pedagogical patterns
preservice teachers
technology integration
subjects
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ISSN0735-6331
1541-4140
DOI10.1177/0735633116667370

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Summary:This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers’ pedagogy, teacher preparation, and development are also discussed.
ISSN:0735-6331
1541-4140
DOI:10.1177/0735633116667370