Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher

Handbook of Research on TPACK in the Digital Age Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7001-1.CH009

Aleksandra Kaplon-Schilis, I. Lyublinskaya

{"title":"Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher","authors":"Aleksandra Kaplon-Schilis, I. Lyublinskaya","doi":"10.4018/978-1-5225-7001-1.CH009","DOIUrl":null,"url":null,"abstract":"This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"11 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Handbook of Research on TPACK in the Digital Age","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-7001-1.CH009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 2

Abstract

This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.

查看原文本刊更多论文

特殊教育小学教师职前经验与职后经验之发展与转移

本案例分析了一名职前特殊教育小学教师在基于TPACK的研究生教育学课程中的TPACK发展和学习轨迹，以及TPACK从该课程到入职年度教学的转移。案例研究以以下研究问题为指导:1)研究生教育学课程的哪些教学策略和经验支持了职前教师的TPACK发展?2)影响该教师TPACK迁移的内外部因素是什么?研究表明，在整个研究生课程中，参与者的TPACK水平上升到探索水平，但在第一年的教学中回归到适应水平，显示出TPACK的部分转移。本研究描述了支持职前教师在研究生课程中发展TPACK的课程经验和教学策略，并确定了可能影响TPACK从课堂向教学转移的一些外部和内部因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Handbook of Research on TPACK in the Digital Age

自引率

0.00%

发文量