{"id":1567,"date":"2021-11-08T17:37:11","date_gmt":"2021-11-08T22:37:11","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1567"},"modified":"2021-11-08T17:37:11","modified_gmt":"2021-11-08T22:37:11","slug":"1567","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1567","title":{"rendered":""},"content":{"rendered":"\n

Trevisan, O. (2019).\u00a0Student-teachers’ pedagogical reasoning in technological pedagogical content knowledge design tasks: A cross-country multiple case study in initial teacher education institutions\u00a0<\/em>[Doctoral dissertation, Universit\u00e0 degli Studi di Padova]. Padova Digital University Archive.\u00a0http:\/\/paduaresearch.cab.unipd.it\/12362\/<\/a><\/p>\n\n\n\n

Abstract: <\/p>\n\n\n\n

“Teachers’ professional expertise is based on (but not limited to) a complex, multifaceted and situated professional knowledge, in this dissertation identified in the Technological Pedagogical Content Knowledge (TPCK) framework. Literature has widely investigated the interconnections between TPCK and tacit non-rational underpinnings – in this dissertation identified in the construct of dispositions – when it comes to integrating technologies into teaching practices. Furthermore, a successful technology integration, supported by strong knowledge bases and positive dispositions, implies specific decision-making processes to be enacted – in this dissertation identified in the construct of pedagogical reasoning. Hence, it is crucial to investigate how teachers reason professionally about integrating technologies, e.g. in a core teaching practice such as designing a learning unit.<\/p>\n\n\n\n

Whereas quite broad is the literature on the efficacy of engaging student-teachers in design tasks supporting dispositions and TPCK’s improvement, it is still unclear if and how these tasks can engage some sort of pedagogical reasoning. The present dissertation reports on a research carried out at pre-service level to investigate how TPCK-informed design tasks may engage student-teachers in pedagogical reasoning, considering their implicit dispositions on the matter of technology integration in education. The ultimate aim of the research is to provide empirical evidence for a better understanding and fostering of reasoned technology-integrated teaching practices, to the service of initial education programmes, scholars and practitioners.<\/p>\n\n\n\n

Given the complexity of the phenomenon and the contextual influence on it (i.e. the specific pre-service academic strategies used), this research takes the form of a multiple case study engaging three Higher Education institutions across Europe, in their Initial Teacher Education (ITE) programmes (N=345). The multiple case study included the implementation of several instruments for data collection, namely (1) observation, (2) documentation, (3) focused interviews and (4) a pre-\/post – questionnaire. The reader will find both case-specific and cross-case analyses of the phenomenon at study.<\/p>\n\n\n\n

Overall, the emerging findings would suggest ITE’s strategies fair efficacy in supporting student-teachers’ knowledge bases and dispositions toward technology integration, both powerful and positive enablers for future behaviours. On the other hand, notwithstanding the case-specific strengths, findings suggest that part of the student-teachers’ reasoning processes for technology integration in design tasks, may find its roots elsewhere. The conclusions of the present research would suggest the need for further investigation of the phenomenon.”<\/p>\n","protected":false},"excerpt":{"rendered":"

Trevisan, O. (2019).\u00a0Student-teachers’ pedagogical reasoning in technological pedagogical content knowledge design tasks: A cross-country multiple case study in initial teacher education institutions\u00a0[Doctoral dissertation, Universit\u00e0 degli Studi di Padova]. Padova Digital University Archive.\u00a0http:\/\/paduaresearch.cab.unipd.it\/12362\/ Abstract: “Teachers’ professional expertise is based on (but not limited to) a complex, multifaceted and situated professional knowledge,…<\/p>\n

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