Assembling the Pieces Together [electronic resource] : What Are the Most Influential Components in Mathematics Preservice Teachers' Development of Technology Pedagogical Content Knowledge (TPCK)? / Gogot Suharwoto and Kwang Ho Lee.
The integration of knowledge of technology, content, and pedagogy is a model to prepare preservice teachers to integrate technology in teaching mathematics, known as Technology Pedagogical Content Knowledge (TPCK) (Pierson, 1999; Niess, 2005). The question in the study is "What components in pr...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2005.
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MARC
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| 245 | 1 | 0 | |a Assembling the Pieces Together |h [electronic resource] : |b What Are the Most Influential Components in Mathematics Preservice Teachers' Development of Technology Pedagogical Content Knowledge (TPCK)? / |c Gogot Suharwoto and Kwang Ho Lee. |
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| 520 | |a The integration of knowledge of technology, content, and pedagogy is a model to prepare preservice teachers to integrate technology in teaching mathematics, known as Technology Pedagogical Content Knowledge (TPCK) (Pierson, 1999; Niess, 2005). The question in the study is "What components in program that integrate technology throughout the program are related to the development of preservice teachers' TPCK?" Technology coursework, micro teaching, work sample are combined to help preservice teachers develop their TPCK. Journal, questionnaires, and observations from eight mathematics preservice teachers participated in the study reported that coursework was valued as main source of knowledge of technology, content, and pedagogy followed by the work sample, and micro teaching. Cooperating teacher was considered as important source of knowledge of pedagogy and content. While faculty was considered as main source of technology, university supervisor was as source of knowledge of pedagogy. The implication for future research would be preparing a better course work that consider the need of knowledge and skills of technology integration in mathematics classroom since the course work is the most influential factor that help preservice teachers to develop their TPCK. (Contains 2 tables.) [This paper was also presented by the first author at the Oregon State University Conference (April 13, 2005).] | ||
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| 650 | 0 | 7 | |a Mathematics Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Educational Technology. |2 ericd. |
| 650 | 0 | 7 | |a Technology Integration. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Pedagogical Content Knowledge. |2 ericd. |
| 650 | 0 | 7 | |a Cooperating Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Microteaching. |2 ericd. |
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