Hu, C. (2012). Creating an environment for pre-service teachers to develop technical pedagogical and content knowledge. In T. Lê & Q. Lê (Eds.), Technologies for enhancing pedagogy, engagement and empowerment in education: Creating learning-friendly environments (pp. 115-128). IGI Global. http://doi:10.4018/978-1-61350-074-3.ch010

Abstract:

“This chapter reports a teacher education program in applying the framework of TPACK to the design of its ICT curriculum: the design principles employed, its implementation and a formative evaluation. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed an increase in pre-service teachers’ self-reported ratings in all three types of knowledge, namely technological knowledge, technological pedagogical knowledge, and technology, pedagogy and content knowledge. Although majority (53.1%) of the pre-service teachers favored the approach of learning technology through engaging in design projects, many suggested that more structured instruction would benefit their learning.”