Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation

• Published in: Educational assessment, evaluation and accountability Vol. 25; no. 4; pp. 321 - 339
• Main Authors: Koh, Joyce Hwee Ling, Woo, Huay-Lit, Lim, Wei-Ying
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.11.2013; Springer; Springer Nature B.V
• Subjects: Assessment; Cohort Analysis; Communications technology; Community colleges; Correlation; Course Content; Course Evaluation; Curricula; Demographics; Education; Education parks; Educational Environment; Educational Practices; Educational Technology; Foreign Countries; Gender; Graduate Surveys; Information technology; Innovations; Knowledge; Learning; Methods; Pedagogical Content Knowledge; Pedagogy; Perceptions; Polls & surveys; Preservice Teachers; Program Descriptions; Program Design; Program Validation; Psychometrics; Regression (Statistics); Regression analysis; School environment; School facilities; Singapore; Student Experience; Student Teacher Attitudes; Teacher education; Teachers; Teaching; Teaching Methods; Technological Literacy; Technology Acceptance Model; Technology adoption; Technology Education; Technology Integration; Technology Uses in Education; Testing and Evaluation; Training; Singapore; TPACK; Preservice teacher training; Course experiences; ICT course evaluation; ICT curriculum design
• ISSN: 1874-8597; 1874-8600
• DOI: 10.1007/s11092-013-9165-y

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of co...