{"id":2788,"date":"2022-04-11T23:25:15","date_gmt":"2022-04-12T03:25:15","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2788"},"modified":"2022-04-11T23:25:15","modified_gmt":"2022-04-12T03:25:15","slug":"2788","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2788","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Zhang, T., &amp; Wang, L. (2016). Pre-service mathematics teachers\u2019 technology pedagogical content knowledge: An investigation in China.\u00a0<em>Journal of Mathematics Education, 9<\/em>(1), 126-135. Retrieved from\u00a0<a href=\"http:\/\/educationforatoz.com\/images\/Tingyan_Zhang_2016.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/educationforatoz.com\/images\/Tingyan_Zhang_2016.pdf<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00a0\u201cTeachers\u2019 technology pedagogical content knowledge (TPACK) has become a international hot research topic for decades. The framework proposed by Mishra and Koehler (2006) has been widely used to investigate teachers\u2019 TPACK. Under the guide of this framework, this paper investigated Chinese pre-service mathematics teachers\u2019 TPACK with the employment of questionnaire. 260 pre-service mathematics teachers from three universities in China participated this study. Gender differences and differences among teachers from the three universities were identified. Suggestions were further made for the training of pre-service mathematics teachers\u2019 TPACK.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Zhang, T., &amp; Wang, L. (2016). Pre-service mathematics teachers\u2019 technology pedagogical content knowledge: An investigation in China.\u00a0Journal of Mathematics Education, 9(1), 126-135. Retrieved from\u00a0http:\/\/educationforatoz.com\/images\/Tingyan_Zhang_2016.pdf Abstract: \u00a0\u201cTeachers\u2019 technology pedagogical content knowledge (TPACK) has become a international hot research topic for decades. The framework proposed by Mishra and Koehler (2006) has been&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2788\">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],"tags":[398,454,499,513,525],"coauthors":[2301],"class_list":["post-2788","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-china","tag-teacher-training","tag-mathematics-teachers","tag-preservice-teachers","tag-higher-education","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2788","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=2788"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2788\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2788"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2788"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2788"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2788"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}