Source: Journal of Research on Technology in Education, Volume 45, Issue 1, 2012, p. 83-106
In this mixed-methods study, the authors sought to trace the development of preservice teachers’ technological pedagogical content knowledge (TPACK) over time.
The participants were preservice teachers who enrolled to an 11-month M.A.Ed. program. The authors employed comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program.
The results 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).