This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers’ pedagogy, teacher preparation, and development are also discussed. Copyright © 2016 The Author(s).
|Journal||Journal of Educational Computing Research|
|Early online date||Sept 2016|
|Publication status||Published - 2017|
CitationSzeto, E., & Cheng, A. Y. N. (2017). Pedagogies across subjects: What are preservice teachers’ TPACK patterns of integrating technology in practice? Journal of Educational Computing Research, 55(3), 346-373.
- Four themes of technological pedagogical and content knowledge
- Pedagogical patterns
- Preservice teachers
- Technology integration