Alenazi, F. (2019). The influence of TPACK on the perceptions of al-jouf University’s pre-service mathematics teachers’ future use of technology in the classroom (Publication No. 27543168) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations & Theses Global. Abstract: “This study investigated the effect of pre-service teachers’ perceptions of TPACK on their…
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Vasinda, S., Adams, H., James, K., Henry, A., Henson, T., McKinney, B., Mueller, E., Randolph, M. Taylor, J. (2020. Preservice teachers’ use design-based research: Learning to tutor online during COVID-19. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19…
Comments closedÖzdemir, T. B., & Karal, H. (2021). Preparing future teachers for technology integration: Technology mentoring for pre-service classroom teachers. In M. D. Ramírez-Verdugo & B. Otcu-Grillman (Eds.), Interdisciplinary approaches toward enhancing teacher education (pp. 69-94). IGI Global. http://doi:10.4018/978-1-7998-4697-0.ch005 Abstract: “Over recent years, technological pedagogical content knowledge (TPACK) has been commonly used as a…
Comments closedKrauskopf, K., Zahn, C., & Hesse, F. W. (2020). Conceptualizing (pre-service) teachers’ professional knowledge for complex domains. In T. Lehmann (Ed.), International perspectives on knowledge integration: Theory, research, and good practice in pre-service teacher and higher education (pp. 31-57). Brill-Sense. https://doi.org/10.1163/9789004429499_003 Abstract: “In this chapter we integrate two lines of research that deal…
Comments closedHu, C. (2012). Creating an environment for pre-service teachers to develop technical pedagogical and content knowledge. In T. Lê & Q. Lê (Eds.), Technologies for enhancing pedagogy, engagement and empowerment in education: Creating learning-friendly environments (pp. 115-128). IGI Global. http://doi:10.4018/978-1-61350-074-3.ch010 Abstract: “This chapter reports a teacher education program in applying the framework of…
Comments closedChatterjee, S., & Parra, J. (2020). Innovative design revisions on an undergraduate technology integration course for K-12 preservice teachers. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 431-442). Association for the Advancement…
Comments closedYanış, H., & Yürük, N.(2020): Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale. Journal of Research on Technology in Education, 53(4), 375-403. https://doi.org/10.1080/15391523.2020.1784065 Abstract: “The integration of technology into science teaching by pre-service science teachers and their self-efficacy in using technology in their teaching practices…
Comments closedXiong, X. B., Sing, C. C., Tsai, C.-C., & Liang, J.-C. (2020). Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK). Educational Studies, 48(6), 750-771. https://doi.org/10.1080/03055698.2020.1814698 Abstract: “This study aimed to investigate the differences between pre-service teachers’ (PSTs) perceived TPACK given the different…
Comments closedWilson, M. L., Ritzhaupt, A. D. & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156. https://doi.org/10.1016/j.compedu.2020.103941 Abstract: “The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is…
Comments closedWekerle, C., & Kollar, I. (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?. Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617 Abstract: “In order to exploit the potentials of digital technology in classrooms, it is necessary to enhance future teachers’ situation-specific Techno-logical Pedagogical Knowledge (TPK) as…
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