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

• Published in: Journal of educational computing research Vol. 55; no. 3; pp. 346 - 373
• Main Authors: Szeto, Elson, Cheng, Annie Yan Ni
• Format: Journal Article
• Language: English
• 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
• ISSN: 0735-6331; 1541-4140
• DOI: 10.1177/0735633116667370

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.