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dc.contributor.authorJamieson-Proctor, Rominaen_US
dc.contributor.authorFinger, Glennen_US
dc.contributor.authorAlbion, Peteren_US
dc.contributor.editorProfessor Geoff Romeoen_US
dc.date.accessioned2017-05-03T12:59:46Z
dc.date.available2017-05-03T12:59:46Z
dc.date.issued2010en_US
dc.identifier.issn08169020en_US
dc.identifier.urihttp://hdl.handle.net/10072/34918
dc.description.abstractTeacher education graduates need appropriate levels of confidence and capabilities in relation to technological knowledge (TK) as a basis for having technological pedagogical content knowledge (TPACK) to meet the challenges of learning and teaching in the 21st century. However, it should not be assumed that tomorrow's teachers enter the profession with the appropriate confidence and capabilities. The TPACK conceptual framework (AACTE Committee on Innovation and Technology, 2008; Mishra & Koehler, 2006) was used to guide this study that was conducted in 2009 to audit the TK and TPACK confidence of final year education students in two Queensland universities. The findings are compared with those reported in an earlier study (Watson et al., 2004) that found there was a limited range of applications with which the pre-service teachers expressed high levels of competence. Importantly, high percentages of participants in both studies perceived themselves to have no competence with applications such as multimedia development, visual thinking software and digital video editing which could be used to motivate their future students. Furthermore, the percentage of participants who rated themselves as having no or limited confidence to integrate ICT into student learning with particular integration examples was concerning. This paper provides a summary of some of the findings of the TPACK audit of the 2009 pre-service teachers in their final year, which reveal important insights that could be used to inform the review and design of teacher education programs to more directly improve graduate TPACK confidence and capabilities. The study suggests that current teacher education programs have largely been designed using Pedagogical Content Knowledge (PCK) (Shulman, 1986, 1987) where students undertake studies in a range of curriculum (content, disciplinary) courses, pedagogy courses, and professional studies (practicum, Internship) courses, and this is now insufficient as TPACK capabilities are required.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent85819 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Council fro Computers in Educationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.acce.edu.au/journal/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom8en_US
dc.relation.ispartofpageto17en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralian Educational Computingen_US
dc.relation.ispartofvolume25en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleAuditing the TK and TPACK Confidence of Pre-service Teachers: Are they ready for the profession?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright remains with the authors 2010. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this journal please refer to the publisher’s website or contact the authors.en_US
gro.date.issued2015-06-01T23:39:02Z
gro.hasfulltextFull Text


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