The effects of the use of a practice-based approach on teacher candidate’s technological pedagogical content knowledge

淡江大學機構典藏 > 教育學院 > 師資培育中心 > 會議論文 > Item 987654321/118292

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題名:	The effects of the use of a practice-based approach on teacher candidate’s technological pedagogical content knowledge
作者:	Chang, Y. F.;Hsu, C. L.;Chen, W. N.
關鍵詞:	Communities of Practice;Field-based Learning;Teacher Education;Technological Pedagogical Content Knowledge (TPACK)
日期:	2019-08-22
上傳時間:	2020-03-14 12:11:32 (UTC+8)
摘要:	We adopted a practice-based approach in a technology course for teacher candidates to increase their technological pedagogical content knowledge (TPACK). Our approach consisted of field-based learning and communities of practice. There were a total of 44 participants. Most of the participants were placed in remedial classes at a junior high school mainly for observing lessons. Some were placed in counseling rooms to provide one-on-one tutoring for special students. The participants were asked to write field journals, and to share their field experiences with their community members. School teachers were invited to join in the communities of practice to provide guidance. A TPACK questionnaire was administered at the beginning and end of the course. The results indicate that the practice-based approach significantly increase the participants’ TPACK, especially for undergraduate students and those with no teaching experience. Accordingly, relevant suggestions are provided for TPACK development in teacher preparation.
關聯:	Proceedings of 2019 International Conference on Education, Psychology, and Social Sciences (ICEPS) (pp. 49-56)
顯示於類別:	[師資培育中心] 會議論文

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