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Journal of Research on Technology in Education Volume 45, 2012 - Issue 1
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Original Articles

TPACK Development in Teacher Education

A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program

Mark HoferCollege of William & Mary
&
Neal GrandgenettUniversity of Nebraska—Omaha
Pages 83-106 | Received 01 Sep 2011, Accepted 22 May 2012, Published online: 21 Feb 2014
 
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Abstract

How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK). (Keywords: TPACK, technological pedagogical content knowledge, technology integration, teacher education, preservice)

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