Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States
Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States
复制标题
美国围绕TPACK的教师教育者技术整合准备实践
DOI：
--
复制
发表时间：
2020
影响因子：
3.9
通讯作者：
M. J. Nelson
中科院分区：
文献类型：
--
作者：
R. Voithofer;M. J. Nelson
鉴于教师教育者的教学模式对新教师使用技术支持学生学习的能力的强烈影响，本研究试图回答两个相互关联的问题：(a)教师教育者和教师教育计划目前如何努力使教师准备好整合技术？(b)教师教育工作者如何实施TPACK（技术[T]、教学[P]和内容[C]知识[K]的复杂集成）模型？回答这些问题的证据来自对843名教师教育工作者的定量和定性调查反馈的分析，这些教师教育工作者来自该国大约一半（n = 541）的经认证的教师教育项目。结果表明，教师教育工作者越来越多地将技术整合到课程中，TPACK的采用水平相当低，TPACK的概念差异很大。该研究有助于更好地理解这些教师教育实践与有关教师准备使用技术来支持学生学习的文献的关系。
Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half (n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.