Investigating the impact of teacher education strategies on preservice teachers' TPACK

The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher educati...

Full description

Saved in:
Bibliographic Details
Published in:British journal of educational technology 2019-01, Vol.50 (1), p.357-370
Main Authors: Baran, Evrim, Canbazoglu Bilici, Sedef, Albayrak Sari, Aylin, Tondeur, Jo
Format: Article
Language:English
Subjects:
Colleges & universities
Education
Educational technology
Feedback (Response)
Foreign Countries
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Qualitative analysis
Regression analysis
Role Models
Scaffolding
Scaffolding (Teaching Technique)
Student Attitudes
Teacher Certification
Teacher Collaboration
Teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching Methods
Technological Literacy
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK‐practical scale. The strategies investigated in the SQD‐model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12565