Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetart Journal of Social Science, 41(1), 53-59. https://so04.tci-thaijo.org/index.php/kjss/article/view/229145 Abstract: “The rapid technological advancement of the twenty-first century has transformed the ways in which we teach and learn. As a result, student teachers should…
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Sintema, E. J., & Phiri, P. A. (2018). An investigation of Zambian mathematics student teachers’ technological pedagogical content knowledge (TPACK). Journal of Basic and Applied Research International, 24(2), 70–77. https://www.ikprress.org/index.php/JOBARI/article/view/4087 Abstract: “Zambia is a developing country in Southern Africa faced with numerous social, economic and environmental problems. Faced with the challenges of over…
Comments closedSintema, E. J. (2018). Evolution of pre-service primary teachers’ TPACK-math profiles. Journal of Global Research in Education and Social Science, 11(4), 166–175. https://www.ikprress.org/index.php/JOGRESS/article/view/2057 Abstract: “In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of…
Comments closedSaralar, I., Isiksal-Bostan, M., & Akyuz, D. (2018). The evaluation of a pre-service mathematics teacher’s TPACK: A case of 3D shapes with Geogebra. International Journal for Technology in Mathematics Education, 25(2), 3–21. https://blogs.exeter.ac.uk/ijtme/vol-25-no-4-2018/vol-25-no-1-2018-2/ Abstract: “This paper describes a pre-service mathematics teacher’s technological pedagogical content knowledge (TPACK) during her school experience. This study…
Comments closedSaltan, F., & Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1), 1–12. https://doi.org/10.1080/2331186X.2017.1311501 Abstract: “This study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage,…
Comments closedRedmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707 Abstract: “The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and…
Comments closedRedmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedKucuk, S. (2018). How pre-service teachers learn educational technology with the situated learning approach. Journal of Technology and Teacher Education, 26(2), 249–274. Retrieved from http://www.learntechlib.org/p/180080/ Abstract: “This research investigated pre-service teachers’ motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample…
Comments closedKim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice secondary mathematics teachers: Examining the relationships. Eurasia Journal of Mathematics, Science, and Technology Education, 14(10), 1–24. https://doi.org/10.29333/ejmste/93179 Abstract: “The purpose of this paper is to examine the relationships between preservice secondary mathematics teachers’ beliefs and knowledge regarding teaching mathematics with technology. By…
Comments closedGuler, M., & Celik, D. (2018). Uncovering the relation between CK and PCK: An investigation of preservice elementary mathematics teachers’ algebra teaching knowledge. REDIMAT – Journal of Research in Mathematics Education, 7(2), 162–194. https://doi.org/10.17583/redimat.2018.2575 Abstract: “This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK…
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