{"title":"在职前教育中超越应用","authors":"Lesley Wilton, Clare Brett","doi":"10.4018/978-1-5225-7001-1.CH004","DOIUrl":null,"url":null,"abstract":"This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"29 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Beyond Apps in Pre-Service Education\",\"authors\":\"Lesley Wilton, Clare Brett\",\"doi\":\"10.4018/978-1-5225-7001-1.CH004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.\",\"PeriodicalId\":256420,\"journal\":{\"name\":\"Handbook of Research on TPACK in the Digital Age\",\"volume\":\"29 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"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.CH004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","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.CH004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.
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