In-depth understandings of preservice teachers’ pedagogies in Technological Pedagogical Content Knowledge (TPACK) across subjects are limited. This proposal aims to explore preservice teachers’ pedagogical patterns of integrating technology for teaching in TPACK. The key question is: What pedagogic patterns do the preservice teachers interweave into their teaching across subjects? The results suggest that the teachers preferred to use technology as instructional strategies and representations for teaching, and the majority preferred to use technologies in teaching to facilitate students’ understanding and construction of subject knowledge. Implications of preservice teachers' TPACK practice for policymakers and teacher educators aiming to enhance teacher education are also highlighted. Copyright © 2017 All Academic, Inc.
|Publication status||Published - Apr 2017|