{"id":2855,"date":"2022-04-13T12:13:12","date_gmt":"2022-04-13T16:13:12","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2855"},"modified":"2022-04-13T12:13:12","modified_gmt":"2022-04-13T16:13:12","slug":"2855","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2855","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Hao, Y. (2016). The development of pre-service teachers\u2019 knowledge: A contemplative approach.&nbsp;<em>Computers in Human Behavior, 60<\/em>, 155-164.&nbsp;<a href=\"http:\/\/dx.doi.org\/10.1016\/j.chb.2016.02.054\">doi:10.1016\/j.chb.2016.02.054<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThis study investigates the effects of\u00a0meditation\u00a0on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT literacy course during the fall 2014 semester. Pre- and post-course surveys indicated that the teachers had significant growth in TPACK and other types of teacher knowledge and in the depth of their reflective practice. Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength. Several implications were noted for the future direction of teacher education programs and research.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hao, Y. (2016). The development of pre-service teachers\u2019 knowledge: A contemplative approach.&nbsp;Computers in Human Behavior, 60, 155-164.&nbsp;doi:10.1016\/j.chb.2016.02.054 Abstract:\u00a0 \u201cThis study investigates the effects of\u00a0meditation\u00a0on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2855\">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":[343,500,507,513,563,685],"coauthors":[2301],"class_list":["post-2855","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-teacher-reflections","tag-ict","tag-information-and-communication-technology","tag-preservice-teachers","tag-teacher-education","tag-teacher-development","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2855","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=2855"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2855\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2855"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2855"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2855"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2855"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}