Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/116495


Title: From PCK to TPCK: Developing a transformative model for pre-service science teachers
Authors: 陳揚學
Jang, Syh-Jong
Chen, Kuan-Chung
Contributors: 教育學院
Keywords: PCK;Peer-coaching;Pre-service science teachers;TPACK;Web-based learning
Date: 2010-12
Issue Date: 2018-03-22 17:16:27 (UTC+8)
Abstract: New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.
Relation: Journal of Science Education and Technology, Vol.19, No.6, pp.553-564
Data Type: article
DOI 連結: https://doi.org/10.1007/s10956-010-9222-y
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