Zhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1, 199-212. http://doi.org/10.1504/IJSMILE.2013.053600

Abstract:

“Based on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre–service teachers’ TPACK level. The subjects were pre–service mathematics teachers. The authors developed a learning–by–design micro–course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro–course. The result indicated that such a micro–course could effectively help the pre–service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro–course to enhance pre–service teachers’ TPACK.”