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Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning
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Author(s): Fitsum F. Abebe (Indoor Climate Research and Training (ICRT), Applied Research Institute, University of Illinois, Urbana-Champaign, USA), Martonia Gaskill (University of Nebraska, Kearney, USA), Tommy Hansen (University of Nebraska, Kearney, USA) and Xianquan Liu (Omaha Public Schools, USA)
Copyright: 2022
Volume: 5
Issue: 1
Pages: 16
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2022010104

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Abstract

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

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