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A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level

In recent years, researchers reported that effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of these, known as TPACK (Mishra & Koehler, 2006; Archambault, & Crippen, 2009).This study specifically sought to answer: 1) What...

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Main Authors: Nordin, Hasniza, Davis, Niki, Tengku Ariffin, Tengku Faekah
Format: Article
Language:English
Published: Elsevier Ltd. 2013
Subjects:
LB Theory and practice of education
Online Access:http://repo.uum.edu.my/17483/1/IETC2013%201-9.pdf
http://repo.uum.edu.my/17483/
http://doi.org/10.1016/j.sbspro.2013.10.300
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spelling my.uum.repo.174832016-03-08T09:08:22Z http://repo.uum.edu.my/17483/ A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level Nordin, Hasniza Davis, Niki Tengku Ariffin, Tengku Faekah LB Theory and practice of education In recent years, researchers reported that effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of these, known as TPACK (Mishra & Koehler, 2006; Archambault, & Crippen, 2009).This study specifically sought to answer: 1) What are pre-service teachers’ perceptions of their TPACK mastery level before and after field experience; and, 2) Is there a significant difference of TPACK after field experience in schools? The TPACK survey instrument was adapted from Schmidt et al.(2009) and Archambault and Crippen (2009) and administered before and after their field experience to 107 pre-service teachers in a research intensive university programme in New Zealand.In addition, three student teachers were interviewed before and after field experience. These pre-service teachers scored highest in Content Knowledge (CK) and lowest in Technology Knowledge (TK) domains within TPACK at both before and after field experience. Paired-sample t-tests showed significant increases in most TPACK domains, namely, TK, PK, PCK, TCK and TPACK.Interviews and observations of three students clarified complex changes in knowledge of TPACK that linked to their experience in schools.The study continues to support the need for field experience while also adding caution to the interpretation of TPACK survey evidence given the strength of the student teachers’ perceived knowledge before field experience.Further research is underway with a comparative survey in a programme that prepares teachers for secondary schools in Malaysia. Elsevier Ltd. 2013 Article PeerReviewed application/pdf en cc_by http://repo.uum.edu.my/17483/1/IETC2013%201-9.pdf Nordin, Hasniza and Davis, Niki and Tengku Ariffin, Tengku Faekah (2013) A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level. Procedia - Social and Behavioral Sciences, 103. pp. 1-9. ISSN 1877-0428 http://doi.org/10.1016/j.sbspro.2013.10.300 doi:10.1016/j.sbspro.2013.10.300
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Nordin, Hasniza
Davis, Niki
Tengku Ariffin, Tengku Faekah
A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
description In recent years, researchers reported that effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of these, known as TPACK (Mishra & Koehler, 2006; Archambault, & Crippen, 2009).This study specifically sought to answer: 1) What are pre-service teachers’ perceptions of their TPACK mastery level before and after field experience; and, 2) Is there a significant difference of TPACK after field experience in schools? The TPACK survey instrument was adapted from Schmidt et al.(2009) and Archambault and Crippen (2009) and administered before and after their field experience to 107 pre-service teachers in a research intensive university programme in New Zealand.In addition, three student teachers were interviewed before and after field experience. These pre-service teachers scored highest in Content Knowledge (CK) and lowest in Technology Knowledge (TK) domains within TPACK at both before and after field experience. Paired-sample t-tests showed significant increases in most TPACK domains, namely, TK, PK, PCK, TCK and TPACK.Interviews and observations of three students clarified complex changes in knowledge of TPACK that linked to their experience in schools.The study continues to support the need for field experience while also adding caution to the interpretation of TPACK survey evidence given the strength of the student teachers’ perceived knowledge before field experience.Further research is underway with a comparative survey in a programme that prepares teachers for secondary schools in Malaysia.
format Article
author Nordin, Hasniza
Davis, Niki
Tengku Ariffin, Tengku Faekah
author_facet Nordin, Hasniza
Davis, Niki
Tengku Ariffin, Tengku Faekah
author_sort Nordin, Hasniza
title A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
title_short A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
title_full A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
title_fullStr A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
title_full_unstemmed A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
title_sort case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level
publisher Elsevier Ltd.
publishDate 2013
url http://repo.uum.edu.my/17483/1/IETC2013%201-9.pdf
http://repo.uum.edu.my/17483/
http://doi.org/10.1016/j.sbspro.2013.10.300
_version_ 1644282227653083136
score 13.211869

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