Abstract
Technological Pedagogical Content Knowledge (TPACK) describes a significant qualification for teachers and pre-service teachers to address the integration of contemporary technological advancements into lessons that adequately reflect the subject matter for a diverse set of students. Various methods and models have been identified to develop and evaluate the TPACK of teachers and pre-service teachers. This case study aimed to enrich and deepen the descriptors of the Niess (2013) model to better assist pre-service mathematics teacher educators as they redesign their teacher education programs for developing the TPACK needed in this digital age. Data were collected from semi-structured interview forms, lesson plans, micro teaching experiences, and interviews. The study group comprised seven volunteer mathematics pre-service teachers in the final term of their undergraduate education program. Analysis of the data generated a revised model to guide the TPACK development of pre-service mathematics teachers.
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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Aldemir Engin, R., Karakuş, D. & Niess, M.L. TPACK development model for pre-service mathematics teachers. Educ Inf Technol 28, 4769–4794 (2023). https://doi.org/10.1007/s10639-022-11381-1
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DOI: https://doi.org/10.1007/s10639-022-11381-1