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ERIC Number: EJ909933
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1436-4522
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)
Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung
Educational Technology & Society, v13 n4 p63-73 2010
Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers' TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers' TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed. (Contains 5 tables and 1 figure.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A