Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course
Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is importa...
Gespeichert in:
| Veröffentlicht in: | Australasian Journal of Educational Technology 2021-01, Vol.37 (3), p.152-169 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 169 |
|---|---|
| container_issue | 3 |
| container_start_page | 152 |
| container_title | Australasian Journal of Educational Technology |
| container_volume | 37 |
| creator | Mourlam, Daniel James Chesnut, Steven Randall Bleecker, Heather |
| description | Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK. |
| doi_str_mv | 10.14742/ajet.6310 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2564453781</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1316332</ericid><sourcerecordid>2564453781</sourcerecordid><originalsourceid>FETCH-LOGICAL-c281t-8efff5c287aaaf3b9d0c35e1b233720f6a11b2bbae727ec05e02d9e0500d25923</originalsourceid><addsrcrecordid>eNpNkF1LwzAUhoMoqNMb74WAd0JnPpp2vRylfg4crl6XND1xGbOtSTacv97UiXh1ngMP7wsvQheUjGmcxuxGrsCPE07JATqhcZxFQoj48B8fo1PnVoSEn8Un6Kv47NedNe0bnltwYLdGAS5BqiVYvIC1jl6g76yHBsu2wUUr1cDlfJo_Yal9sObSeqNML_0QY1os8QykbYdvqrzZGr_D5a4HhxfLEIXzbmMdnKEjLdcOzn_vCL3eFmV-H82e7x7y6SxSbEJ9NAGttQicSik1r7OGKC6A1ozzlBGdSBq4riWkLAVFBBDWZEAEIQ0TGeMjdLXP7W33sQHnq1Xob0NlxUQSx4KnExqs672lbOecBV311rxLu6soqX62rYZtq2HbIF_uZbBG_YnFI-U04Zzxb733dxc</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2564453781</pqid></control><display><type>article</type><title>Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course</title><source>DOAJ Directory of Open Access Journals</source><source>EZB-FREE-00999 freely available EZB journals</source><source>EBSCOhost Education Source</source><creator>Mourlam, Daniel James ; Chesnut, Steven Randall ; Bleecker, Heather</creator><creatorcontrib>Mourlam, Daniel James ; Chesnut, Steven Randall ; Bleecker, Heather</creatorcontrib><description>Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK.</description><identifier>ISSN: 1449-5554</identifier><identifier>ISSN: 1449-3098</identifier><identifier>EISSN: 1449-5554</identifier><identifier>DOI: 10.14742/ajet.6310</identifier><language>eng</language><publisher>Wollongong: Australasian Society for Computers in Learning in Tertiary Education</publisher><subject>Educational Technology ; Elementary Secondary Education ; Knowledge ; Learning ; Learning Activities ; Measurement Techniques ; Pedagogical Content Knowledge ; Pedagogy ; Preservice Teacher Education ; Preservice Teachers ; Program Effectiveness ; Program Length ; Structural equation modeling ; Teacher education ; Teacher Educators ; Technological Literacy ; Technology Integration ; Undergraduate Students</subject><ispartof>Australasian Journal of Educational Technology, 2021-01, Vol.37 (3), p.152-169</ispartof><rights>2021. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c281t-8efff5c287aaaf3b9d0c35e1b233720f6a11b2bbae727ec05e02d9e0500d25923</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,860,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1316332$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Mourlam, Daniel James</creatorcontrib><creatorcontrib>Chesnut, Steven Randall</creatorcontrib><creatorcontrib>Bleecker, Heather</creatorcontrib><title>Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course</title><title>Australasian Journal of Educational Technology</title><description>Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK.</description><subject>Educational Technology</subject><subject>Elementary Secondary Education</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Measurement Techniques</subject><subject>Pedagogical Content Knowledge</subject><subject>Pedagogy</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Program Effectiveness</subject><subject>Program Length</subject><subject>Structural equation modeling</subject><subject>Teacher education</subject><subject>Teacher Educators</subject><subject>Technological Literacy</subject><subject>Technology Integration</subject><subject>Undergraduate Students</subject><issn>1449-5554</issn><issn>1449-3098</issn><issn>1449-5554</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNpNkF1LwzAUhoMoqNMb74WAd0JnPpp2vRylfg4crl6XND1xGbOtSTacv97UiXh1ngMP7wsvQheUjGmcxuxGrsCPE07JATqhcZxFQoj48B8fo1PnVoSEn8Un6Kv47NedNe0bnltwYLdGAS5BqiVYvIC1jl6g76yHBsu2wUUr1cDlfJo_Yal9sObSeqNML_0QY1os8QykbYdvqrzZGr_D5a4HhxfLEIXzbmMdnKEjLdcOzn_vCL3eFmV-H82e7x7y6SxSbEJ9NAGttQicSik1r7OGKC6A1ozzlBGdSBq4riWkLAVFBBDWZEAEIQ0TGeMjdLXP7W33sQHnq1Xob0NlxUQSx4KnExqs672lbOecBV311rxLu6soqX62rYZtq2HbIF_uZbBG_YnFI-U04Zzxb733dxc</recordid><startdate>20210101</startdate><enddate>20210101</enddate><creator>Mourlam, Daniel James</creator><creator>Chesnut, Steven Randall</creator><creator>Bleecker, Heather</creator><general>Australasian Society for Computers in Learning in Tertiary Education</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20210101</creationdate><title>Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course</title><author>Mourlam, Daniel James ; Chesnut, Steven Randall ; Bleecker, Heather</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c281t-8efff5c287aaaf3b9d0c35e1b233720f6a11b2bbae727ec05e02d9e0500d25923</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Educational Technology</topic><topic>Elementary Secondary Education</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Measurement Techniques</topic><topic>Pedagogical Content Knowledge</topic><topic>Pedagogy</topic><topic>Preservice Teacher Education</topic><topic>Preservice Teachers</topic><topic>Program Effectiveness</topic><topic>Program Length</topic><topic>Structural equation modeling</topic><topic>Teacher education</topic><topic>Teacher Educators</topic><topic>Technological Literacy</topic><topic>Technology Integration</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Mourlam, Daniel James</creatorcontrib><creatorcontrib>Chesnut, Steven Randall</creatorcontrib><creatorcontrib>Bleecker, Heather</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Australasian Journal of Educational Technology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mourlam, Daniel James</au><au>Chesnut, Steven Randall</au><au>Bleecker, Heather</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1316332</ericid><atitle>Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course</atitle><jtitle>Australasian Journal of Educational Technology</jtitle><date>2021-01-01</date><risdate>2021</risdate><volume>37</volume><issue>3</issue><spage>152</spage><epage>169</epage><pages>152-169</pages><issn>1449-5554</issn><issn>1449-3098</issn><eissn>1449-5554</eissn><abstract>Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK.</abstract><cop>Wollongong</cop><pub>Australasian Society for Computers in Learning in Tertiary Education</pub><doi>10.14742/ajet.6310</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1449-5554 |
| ispartof | Australasian Journal of Educational Technology, 2021-01, Vol.37 (3), p.152-169 |
| issn | 1449-5554 1449-3098 1449-5554 |
| language | eng |
| recordid | cdi_proquest_journals_2564453781 |
| source | DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | Educational Technology Elementary Secondary Education Knowledge Learning Learning Activities Measurement Techniques Pedagogical Content Knowledge Pedagogy Preservice Teacher Education Preservice Teachers Program Effectiveness Program Length Structural equation modeling Teacher education Teacher Educators Technological Literacy Technology Integration Undergraduate Students |
| title | Exploring Preservice Teacher Self-Reported and Enacted TPACK after Participating in a Learning Activity Types Short Course |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-07T13%3A25%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Exploring%20Preservice%20Teacher%20Self-Reported%20and%20Enacted%20TPACK%20after%20Participating%20in%20a%20Learning%20Activity%20Types%20Short%20Course&rft.jtitle=Australasian%20Journal%20of%20Educational%20Technology&rft.au=Mourlam,%20Daniel%20James&rft.date=2021-01-01&rft.volume=37&rft.issue=3&rft.spage=152&rft.epage=169&rft.pages=152-169&rft.issn=1449-5554&rft.eissn=1449-5554&rft_id=info:doi/10.14742/ajet.6310&rft_dat=%3Cproquest_cross%3E2564453781%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2564453781&rft_id=info:pmid/&rft_ericid=EJ1316332&rfr_iscdi=true |