{"id":2685,"date":"2022-04-11T11:53:47","date_gmt":"2022-04-11T15:53:47","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2685"},"modified":"2022-04-11T11:53:47","modified_gmt":"2022-04-11T15:53:47","slug":"2685","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2685","title":{"rendered":""},"content":{"rendered":"\n<p>Szeto, E., &amp; Cheng, A. Y. N. (2016). Pedagogies across subjects:\u00a0\u00a0What are preservice teachers\u2019 TPACK patterns of integrating technology in practice?<em>\u00a0Journal of Educational Computing Research<\/em>, <em>55<\/em>(3), 346\u2013373. <a href=\"https:\/\/doi.org\/10.1177\/0735633116667370\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/0735633116667370<\/a><\/p>\n\n\n\n<p>Abstract:&nbsp;<\/p>\n\n\n\n<p>\u201cThis case study examines preservice teachers\u2019 integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers\u2019 pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers\u2019 pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers\u2019 pedagogy, teacher preparation, and development are also discussed.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Szeto, E., &amp; Cheng, A. Y. N. (2016). Pedagogies across subjects:\u00a0\u00a0What are preservice teachers\u2019 TPACK patterns of integrating technology in practice?\u00a0Journal of Educational Computing Research, 55(3), 346\u2013373. https:\/\/doi.org\/10.1177\/0735633116667370 Abstract:&nbsp; \u201cThis case study examines preservice teachers\u2019 integration of technology in teaching various subject domains. It aims to gain in-depth understandings of&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2685\">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":[3,14],"tags":[147,160,474,513,562,698],"coauthors":[2301],"class_list":["post-2685","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-knowledge-development","tag-case-study","tag-teacher-preparation-program","tag-preservice-teachers","tag-technology-integration","tag-hong-kong","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2685","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=2685"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2685\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2685"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2685"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2685"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2685"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}