Wekerle, C., & Kollar, I. (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?. Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617

Abstract:

“In order to exploit the potentials of digital technology in classrooms, it  is  necessary to  enhance future teachers’ situation-specific Techno-logical Pedagogical Knowledge (TPK) as manifested in their professional vision (i.e., their noticing and knowledge-based reasoning of technology-enhanced classroom situations). To this end, we differentiate between formal quality (whether pre-service teachers display reasoning steps related to  professional vision) and content quality (whether pre-service teachers make adequate use of scientific knowledge) of  pre-service teachers’ reasoning about technology-enhanced teaching. Based on empirical findings, we hypothesized that learning by  mapping would facilitate the  content quality and learning from worked examples would enhance both formal and content quality of pre- service teachers’ TPK-related professional vision. We tested these hypotheses with a sample of 252 pre-service teachers who first either read or  mapped scientific texts and then either analyzed authentic technology-enhanced classroom cases or received worked examples on how to do so. Results from structural equation modeling demonstrated a positive association of  learning with worked examples and content quality, but no relation to formal quality. Learning by mapping even showed rather negative associations with content quality. However, the quality of maps partly functioned as a  significant predictor. Possible reasons and consequences are discussed.”