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Examining pre‐service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach
Author(s) -
Valtonen Teemu,
Sointu Erkko,
Kukkonen Jari,
Mäkitalo Kati,
Hoang Nhi,
Häkkinen Päivi,
Järvelä Sanna,
Näykki Piia,
Virtanen Anne,
Pöntinen Susanna,
Kostiainen Emma,
Tondeur Jo
Publication year - 2019
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12353
Subject(s) - teacher education , mathematics education , knowledge level , psychology , content analysis , service (business) , longitudinal study , technological literacy , pedagogy , teaching method , sociology , business , mathematics , social science , marketing , statistics
Abstract The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers ( N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre‐service teachers' TPACK.