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Capturing Student Teachers’ Technological and Content Knowledge: Using a Pedagogical Tool Called Technology Content Representation and Video Reflection
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0003-2545-7747
2019 (English)In: ICERI2019 Proceedings, Seville, 2019Conference paper, Published paper (Refereed)
Abstract [en]

In order to facilitate for student teachers to structure their teaching with digital tools and to study their technological pedagogical and content knowledge (TPACK), we used a pedagogical tool, titled technological content representation (T-CoRe). The T-CoRe is designed as a tool to enable student teachers to prepare for integration of digital technology in their teaching and to reflect on their use of this technology when teaching a specific subject matter. The T-CoRe asks explicit questions about which digital tools they are going to use, their reasons for using these tools and which opportunities the use of these digital tools can provide to facilitate the students’ understanding of a specific subject content. The aim of this study was to investigate how student teachers’ express their knowledge of use of digital technology in the TPACK framework when reflecting on their video-recorded teaching with use of the T-CoRe. The study included 27 secondary science student teachers following a two-year teacher education programme. The student teachers’ T-CoRes, their video clips and their written reflections were analysed with a qualitative content analysis. Most of the student teachers’ (18), exhibited an integrated knowledge of the technology dependent domains; TK, TPK and TCK, in the TPACK framework. For nine of the student teachers, only their TK and TPK could be observed. The results indicate that the T-CoRe might provide a fruitful framework for supporting student teachers’ in their work on planning and reflecting on their teaching with digital technology and capture their TPACK. Thus, our study proposes a structure for teacher education that might work to improve how student teachers’ are prepared for using digital technology in their teacher preparation program and, ultimately, in their future classrooms.

Place, publisher, year, edition, pages
Seville, 2019.
Keywords [en]
digital technology, science teaching, teacher education, TPACK
National Category
Didactics
Identifiers
URN: urn:nbn:se:hh:diva-41172ISBN: 978-84-09-14755-7 (print)OAI: oai:DiVA.org:hh-41172DiVA, id: diva2:1376128
Conference
The 10th annual International Conference of Education, Research and Innovation (ICERI2019), Seville, Spain, November 11-13, 2019
Projects
Framtidens digitala lärandeAvailable from: 2019-12-08 Created: 2019-12-08 Last updated: 2019-12-12

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Karlsson, Göran

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf