{"id":9690,"date":"2024-02-14T14:02:58","date_gmt":"2024-02-14T19:02:58","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9690"},"modified":"2024-02-14T14:02:58","modified_gmt":"2024-02-14T19:02:58","slug":"9690","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9690","title":{"rendered":""},"content":{"rendered":"\n<p>Hardy, M. D. (2010). Facilitating growth in preservice mathematics teachers&#8217; TPCK. <em>National Teacher Education Journal, 3<\/em>(2), 121-138. <a href=\"https:\/\/www.researchgate.net\/publication\/282877535_Facilitating_Growth_in_Preservice_Mathematics_Teachers%27_TPCK\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.researchgate.net\/publication\/282877535_Facilitating_Growth_in_Preservice_Mathematics_Teachers%27_TPCK<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cThe X-Tech Project was intended to enhance preservice secondary mathematics teachers&#8217; technological pedagogical content knowledge as well as their perceptions of that knowledge. Findings indicated not only that the Project attained that goal but that practically-oriented methods that meet many of the participants&#8217; technology related needs are productive avenues for facilitating such learning. Use of a variety of resources to explore problems relevant to the level at which participants will teach, planning technology-infused lessons, and critiquing technological resources appear to be particularly beneficial.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hardy, M. D. (2010). Facilitating growth in preservice mathematics teachers&#8217; TPCK. National Teacher Education Journal, 3(2), 121-138. https:\/\/www.researchgate.net\/publication\/282877535_Facilitating_Growth_in_Preservice_Mathematics_Teachers%27_TPCK Abstract: \u201cThe X-Tech Project was intended to enhance preservice secondary mathematics teachers&#8217; technological pedagogical content knowledge as well as their perceptions of that knowledge. Findings indicated not only that the Project attained&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9690\">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":[499,513,1339,1576],"coauthors":[2302],"class_list":["post-9690","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-mathematics-teachers","tag-preservice-teachers","tag-secondary-teachers","tag-x-tech-project","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9690","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=9690"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9690\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9690"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9690"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9690"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}