{"id":8196,"date":"2024-01-26T00:46:28","date_gmt":"2024-01-26T05:46:28","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=8196"},"modified":"2024-01-26T00:46:28","modified_gmt":"2024-01-26T05:46:28","slug":"8196","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/8196","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Zhan, Y., Quan, J., &amp; Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. <em>International Journal of Social Media and Interactive Learning Environments, 1, <\/em>199-212. <a href=\"http:\/\/doi.org\/10.1504\/IJSMILE.2013.053600\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/doi.org\/10.1504\/IJSMILE.2013.053600<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cBased on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre\u2013service teachers&#8217; TPACK level. The subjects were pre\u2013service mathematics teachers. The authors developed a learning\u2013by\u2013design micro\u2013course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro\u2013course. The result indicated that such a micro\u2013course could effectively help the pre\u2013service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro\u2013course to enhance pre\u2013service teachers&#8217; TPACK.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Zhan, Y., Quan, J., &amp; Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1, 199-212. http:\/\/doi.org\/10.1504\/IJSMILE.2013.053600 Abstract: \u201cBased on the research theories and methods of the TPACK model, an empirical&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/8196\">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":[398,499,513,1085],"coauthors":[],"class_list":["post-8196","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-china","tag-mathematics-teachers","tag-preservice-teachers","tag-edtech-courses","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/8196","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=8196"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/8196\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=8196"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=8196"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=8196"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=8196"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}