ERIC Number: EJ1040808
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 28
TPACK Development in a Three-Year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?
Staus, Nancy; Gillow-Wiles, Henry; Niess, Margaret
Journal of Technology and Teacher Education, v22 n3 p333-360 Jul 2014
A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed-method multiple case study, we documented in-service K-8 teachers' perceptions of their TPACK development through surveys and interviews. In addition, we conducted classroom observations to assess the degree of alignment between these perceptions and actual practice. The results indicated that teachers' perceptions of their TPACK development were generally positive, but were not always supported by evidence from classroom observations. This research indicates the importance of using multiple lines of evidence when investigating complex constructs such as TPACK and discusses possible reasons for lack of alignment between perception and practice.
Descriptors: Distance Education, Masters Programs, Pedagogical Content Knowledge, Technology Integration, Mathematics Instruction, Science Instruction, Elementary Secondary Education, Mixed Methods Research, Case Studies, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, STEM Education, Teacher Surveys, Interviews, Observation
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education; Elementary Education; Secondary Education
Authoring Institution: N/A