A qualitative analysis of pre-service primary school teachers' TPACK development over the four years of their teacher preparation programme

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Abstract

This article reports on a qualitative case study which examined the development of six Australian pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed, detailed description is used to provide an insightful picture of the knowledge and skills gained. The results indicate a clear progression in the development of TPACK in these pre-service teachers. For some this was more pronounced than for others, a range of identified aspects of their preparation experience impacting on their development. The extent of ICT use on professional placement, expectations and practice of supervising teachers, school culture and resourcing were major identified influences. A range of aspects of university preparation including an ICT skill and pedagogy subject, assignments and lecturer modelling also had an evident effect on the growth of the pre-service teachers’ TPACK.
Original languageEnglish
Pages (from-to)439-456
Number of pages18
JournalTechnology, Pedagogy and Education
Volume26
Issue number4
DOIs
Publication statusPublished - Feb 2017

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primary school teacher
teacher
school culture
research planning
university teacher
university
interview
experience

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abstract = "This article reports on a qualitative case study which examined the development of six Australian pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed, detailed description is used to provide an insightful picture of the knowledge and skills gained. The results indicate a clear progression in the development of TPACK in these pre-service teachers. For some this was more pronounced than for others, a range of identified aspects of their preparation experience impacting on their development. The extent of ICT use on professional placement, expectations and practice of supervising teachers, school culture and resourcing were major identified influences. A range of aspects of university preparation including an ICT skill and pedagogy subject, assignments and lecturer modelling also had an evident effect on the growth of the pre-service teachers’ TPACK.",
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