NotesFAQContact Us
Search Tips
ERIC Number: ED530545
Record Type: Non-Journal
Publication Date: 2011
Pages: 196
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1247-5248-8
Between the Notion and the Act: Veteran Teachers' TPACK and Practice in 1:1 Settings
Hervey, Lisa Geralyn
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
The technological pedagogical content knowledge (TPACK) framework is a nuanced lens to study teachers' 21st century professional knowledge and practice (Mishra & Koehler, 2006). Veteran teachers in 1:1 settings have not been the focus in TPACK research. In this mixed-methods study, veteran teachers were surveyed to determine their self-reported technological pedagogical content knowledge (TPACK). Qualitative data included teachers' videotaped lessons, interview transcripts and field notes. Discussion highlights the need for a valid and reliable instrument to measure secondary teachers' TPACK, the value of "a priori" coding to illuminate TPACK, and generational challenges veteran teachers face while practicing in 1:1 settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A