Understanding technological pedagogical content knowledge of preservice teachers in teaching across subjects: A case study in Hong Kong

Understanding technological pedagogical content knowledge of preservice teachers in teaching across subjects: A case study in Hong Kong

• Szeto, Sing Ying Elson The Education University of Hong Kong

The Turkish Online Journal of Educational Technology, (0), 775-780, 2017

Sakarya Universitesi

2017

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Little research on preservice teachers’ pedagogies in Technological Pedagogical Content Knowledge (TPACK) across subjects has been conducted. Broad and in-depth understandings of the teachers’ TPACK patterns are imperative to enhance subject teaching in schools. This article aims to explore preservice teachers’ pedagogic practices of integrating technology for teaching. By examining their pedagogies through the TPACK framework, the key question is: What pedagogic patterns do the preservice teachers interweave into their subject teaching? We explore preservice teachers’ pedagogies across subjects in Hong Kong as a cross-case study. The findings suggest that the teachers preferred to use technology as various pedagogic strategies and representations for teaching. The majority preferred to integrate technologies in teaching in support of students’ understanding and construction of subject knowledge. Implications of preservice teachers' TPACK practices for policymakers and teacher educators aiming to enhance teacher education are also discussed. Copyright © 2017 The Turkish Online Journal of Educational Technology.

• English

Journal Articles

• 21467242

https://bibliography.lib.eduhk.hk/en/bibs/cf94e64e

2018-09-10