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Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett
Teacher Education Faculty Publications
How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants’ technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Teacher Education Faculty Proceedings & Presentations
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …