Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement-Reference-Cited by-同舟云学术

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

Published:2024-06-05 Issue: Volume: Page:1-21
ISSN:1539-1523
Container-title:Journal of Research on Technology in Education
language:en
Short-container-title:Journal of Research on Technology in Education

Author:

Zelkowski Jeremy¹^ORCID,Odom-Bartel Rebecca²^ORCID,Gray Jeff³^ORCID

Affiliation:

1. Secondary Mathematics Education, The University of Alabama Tuscaloosa, Tuscaloosa, AL, USA

2. Computer Science & Teacher Education, Cleveland State University Cleveland, Cleveland, OH, USA

3. Computer Science, The University of Alabama Tuscaloosa, Tuscaloosa AL, USA

Funder

Directorate for Computer and Information Science and Engineering

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/15391523.2024.2363205

Reference90 articles.

1. Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education

2. Agyei, D., & Voogt, J. (2011). Determining Teachers’ TPACK through observations and self-report data. In Society for information technology & teacher education international conference (pp. 2314–2319). Association for the Advancement of Computing in Education (AACE).

3. Investigating the impact of TPACK development course on pre-service science teachers’ performances

4. Measuring technological pedagogical content knowledge (TPACK) through performance assessment

5. American Educational Research Association, American Psychological Association, & the National Council on Measurement in Education (2014). Standards for educational and psychological measurement in education. American Educational Research Association.