원문정보
초록
영어
The study was designed to describe the preservice teachers’ development of their TPCK throughout the teacher preparation program that integrated technology throughout the program and how they succeeded in teaching with technology in the actual classroom during student teaching. Multiple data sources were used to obtain information toward answering the research questions. Overall, the emphasis of the teacher preparation program in this study in helping preservice teachers to acquire TPCK transformed the preservice teachers’ understanding described by the four components of TPCK. However, the diversity of beliefs, teaching, and technology background affected their understanding and development of TPCK throughout the program.
한국어
이 연구는 테크놀로지를 통합한 교사 교육 프로그램을 통하여 예비교사들이 TPCK 개발을 그리고 테크놀로지를 이용하여 학생들을 가르치는 동안 어떻게 그들이 실제교실에서 성공적이었는가를 묘사하였다. 다양한 자료들이 연구 문제를 해결하는데 정보를 제공하기 위해 사용되었다. 결국, 이 연구에서 교사교육 프로그램의 예비교사들이 TPCK를 이해하도록 돕는 것을 강조하는 것이 TPCK의 네 가지 요인에 의해 설명되어지는 예비교사들의 이해로 전이되었다. 하지만 신념, 교수, 테크놀로지 배경의 다양성은 프로그램을 통하여 TPCK의 그들의 이해와 개발에 영향을 주었다.
목차
I. Introduction
II. Review of Literature
1. Technology
2. Technology Pedagogical Content Knowledge (TPCK)
III. Methodology
1. Participants
2. Method
3. Data Sources
4. Data Collection
5. Data Analysis
IV. Results
1. Individual Case Studies
2. Similarities in Understanding in the Preservice Students' TPCK
3. Differences in Understanding in the Preservice Students' TPCK
V. Discussion
1. Instructional Strategies and Representations
2 Preservice Teacher's Understanding, Thinking, and Learning
3. Curriculum and Curriculum Materials
4. Preservice Teachers' Practices of TPCK During Students Teaching
5. Conclusion and Implications of the Study
References
초록