Saltan, 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,…
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Redmond, 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…
Comments closedEkrem, S., & Recep, C. (2014). Examining preservice EFT teachers’ TPACK competencies in Turkey. Journal of Educators Online, 11(2). https://doi.org/10.9743/JEO.2014.2.2 Abstract: “The purpose of the study was to understand the TPACK (Technological Pedagogical Content Knowledge) competency of preservice English teachers and to determine whether there were any significant differences in terms of gender…
Comments closedCelik, I., Hebebci, M. T., & Sahin, I. (2016). Role of use of online case study library in technology integration: A study based on TPACK. Gaziantep University Journal of Social Sciences, 15(3), 739–754. Retrieved from https://doaj.org/article/ccf0b85e958145adb4a7e7bf6033d949 Abstract: “The purpose of this study is to investigate the effect of usage of an online casestudy…
Comments closedKaplon-Schilis, A. (2018). Development and transfer of technological pedagogical content knowledge (TPACK) of special education teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934201) Abstract: “This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The…
Comments closedYu, P. W. D., & Golden, J. (2019). Developing TPACK in elementary mathematics education: A framework to design activities with pre-service teachers. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 47–68). https://doi.org/10.4018/978-1-5225-7001-1.ch003 Abstract: “Two case stories are given of how technological pedagogical…
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