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Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?
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, , College of Staten Island, CUNY, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined whether special education pre-service teachers’ TPACK, developed in a pedagogy course that prepared them to integrate technology into their mathematics and science teaching, transferred to their classroom teaching during their practicum course. TPACK scores of 61 participants who completed both courses were obtained from lesson plans that pre-service teachers completed and were scored using the TPACK Levels Rubric (Authors, 2012). The analysis indicated that on average there was a significant decline in TPACK scores during the practicum. Secondary analysis revealed that 37 of the participants did transfer their knowledge while 24 did not. Multiple regression analysis indicated that variables such as science and mathematics content knowledge, practicum course instructor, and number of semesters lapsed between the two courses were not significant predictors of change in TPACK scores from pedagogy course to practicum.

Citation

Lyublinskaya, I. & Tournaki, N. (2016). Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2934-2940). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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