{"id":10738,"date":"2024-03-17T22:44:18","date_gmt":"2024-03-18T02:44:18","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=10738"},"modified":"2024-03-17T22:44:18","modified_gmt":"2024-03-18T02:44:18","slug":"10738","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/10738","title":{"rendered":""},"content":{"rendered":"\n<p>Wang, W., Schmidt-Crawford, D. &amp; Jin, Y. (2018). Preservice teachers&#8217; TPACK development: A review of literature. <em>Journal of Digital Learning in Teacher Education<\/em>, <em>34<\/em>(4), 234-258. <a href=\"https:\/\/doi.org\/10.1080\/21532974.2018.1498039\">https:\/\/doi.org\/10.1080\/21532974.2018.1498039<\/a> <\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;Building upon Shulman\u2019s pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers\u2019 TPACK development organized around five different research methods (self-report measures, open-ended questionnaires, performance assessments, interviews, and observations). Although several themes related to preservice teachers\u2019 TPACK development were identified from the literature reviewed, teacher educators and in-service teachers modeling the use of technology and preservice teachers\u2019 TPACK development around the seven knowledge domains are discussed in detail. Thus, the intent of this review is to provide a synthesis that closely examines the documented results on preservice teachers\u2019 TPACK development.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Wang, W., Schmidt-Crawford, D. &amp; Jin, Y. (2018). Preservice teachers&#8217; TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https:\/\/doi.org\/10.1080\/21532974.2018.1498039 Abstract: &#8220;Building upon Shulman\u2019s pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/10738\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,15],"tags":[400,513,742,1387,1389],"coauthors":[2300],"class_list":["post-10738","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-published-literature-review","tag-literature-review","tag-preservice-teachers","tag-modeling","tag-tpack-research","tag-tpack-assessment","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10738","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=10738"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10738\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=10738"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=10738"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=10738"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=10738"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}