Understanding teaching knowledge: What pedagogies do preservice teachers practice across subjects?

Sing Ying Elson SZETO, Yan Ni Annie CHENG

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - Apr 2017

Citation

Szeto, E. S. Y., & Cheng, A. Y. N. (2017, April). Understanding teaching knowledge: What pedagogies do preservice teachers practice across subjects? Paper presented at The 2017 American Educational Research Association (AERA) Annual Meeting: Knowledge to Action Achieving the Promise of Equal Educational Opportunity, Henry B. Gonzalez Convention Center, San Antonio, Texas.

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