Cavin, R. M. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study (Publication No. 3301531) [Doctoral dissertation, The Florida State University]. ProQuest Dissertations & Theses Global.

Abstract:

“This research study was conducted to explore the development of technological pedagogical content knowledge (TPCK) in preservice teachers as they participated in microteaching lesson study (MLS). Participants were six preservice teachers enrolled in the required technology course for mathematics and science teacher education at a small rural college. The researcher was also the instructor for the course.

The TPCK framework, modeled by Mishra and Koehler (2006) as three overlapping circles, focuses on the interrelationships between the three components of technology, pedagogy and content, and involves an awareness of the effectiveness of incorporating a technological tool in a content lesson. In microteaching lesson study (M. Fernández, 2005), preservice teachers worked in small groups through repetitive cycles of teaching, reflecting, and modifying a group lesson. Teaching to a group of students enrolled in a college mathematics class provided a situated learning environment for the preservice teachers to experience teaching with technology.

Data were collected qualitatively via audio and video recordings, observations, interviews, and course documents. Data analysis was conducted using the TPCK framework in conjunction with various state and national standards related to the three components of TPCK. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognizing that traditional “methods” of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved. Factors seen to have an influence on the preservice teachers’ decisions related to the use of a technological tool included participation as students in modeled lessons, comfort level, and the preservice teachers’ beliefs related to learning and teaching with technology.

Preservice teachers also expanded their views on mathematical knowledge. Prior to the MLS process, the preservice teachers focused on technology used at a procedural level to “do the math faster,” while post MLS data indicated a shift towards a more conceptual view of technology enhanced mathematics. One fringe benefit recognized by the preservice teachers was the experience of working with their peers in fine-tuning a lesson to maximize student learning, gaining practical experience applicable toward future school-based instruction.”