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Tracking T-dimensional TPACK in Elementary Preservice and Clinical Teachers
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, University of Texas at San Antonio, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This survey acted as a needs assessment and examined the development of confidence in the T-dimensions of TPACK in undergraduate preservice teachers. It compared the T-dimensional confidence of two elementary preservice teacher groups (preservice and clinical teachers) using the technology sections of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt et al., 2009). The results showed a statistically significant difference between the TK and TCK confidence, with clinical teachers having higher confidence in both. There was no statistical difference between the TPK and TPACK of the two groups, with the means of both groups closely aligned. The findings demonstrate the variability in TPACK development between preservice and clinical teachers.

Citation

Nelson, R. (2019). Tracking T-dimensional TPACK in Elementary Preservice and Clinical Teachers. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2489-2498). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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