Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States
Bibliographic Data
| ID | 4306138 |
|---|---|
| Authors | Rick Voithofer (0000-0002-5974-0367, The Ohio State University, Columbus, USA, corresponding author), Michael J Nelson (0000-0002-7665-7557, The Ohio State University, Columbus, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 3 |
| Pages | 314-328 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120949842 |
| OpenAlex | W3056065743 |
| Language | EN |
| Citations received | 22 |
| References cited | 49 |
Given the strong influence of teachers educators' pedagogical modeling on new teachers' capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning
Accreditation · Curriculum · Educational technology · Mathematics education · Medical education · Pedagogy · Teacher education · Teacher Preparation · Technology integration · Digital literacy in education · Education and Technology Integration · Medicine · Psychology · Teacher Education and Leadership Studies
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Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
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Preparing pre-service teachers to integrate technology in education
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Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
Technological Pedagogical Content Knowledge
Preparing beginning teachers for technology integration in education
Internet, mail, and mixed-mode surveys
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology
Resetting educational technology coursework for pre-service teachers
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles
The adequacy of response rates to online and paper surveys
Those Who Understand
Revisiting pedagogical content knowledge
Preparing teachers to teach science and mathematics with technology
Toward Teacher Education Research That Informs Policy
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The Place of Inter-Rater Reliability in Qualitative Research
| Unique citing works | 22 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |