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dc.contributor.convenorHoward Middletonen_AU
dc.contributor.authorFinger, Glennen_US
dc.contributor.authorKlieve, Helenen_US
dc.contributor.authorLang, Wayneen_US
dc.contributor.authorPrestridge, Sarahen_US
dc.contributor.authorZagami, Jasonen_US
dc.contributor.editorHoward Middletonen_US
dc.date.accessioned2017-05-03T12:59:47Z
dc.date.available2017-05-03T12:59:47Z
dc.date.issued2010en_US
dc.date.modified2011-02-28T10:02:09Z
dc.identifier.refurihttp://www.griffith.edu.au/conference/technology-education-research-conference-2010en_AU
dc.identifier.urihttp://hdl.handle.net/10072/36550
dc.description.abstractThis paper challenges the assumptions that have informed the design of teacher education programs which have focused on the development of content knowledge and pedagogical knowledge. It remains elusive to convince some teacher educators and teacher education authorities that teacher education programs designed using pedagogical content knowledge (PCK) is no longer adequate in the 21st Century. The authors argue that the conceptualisation of technological pedagogical content knowledge (TPCK) and now referred to as TPACK (Mishra & Koehler, 2006, 2008: AACTE, 2008) is both appropriate and essential to inform teacher education. Through a summary of a 2009 TPACK audit of final year teacher education students, this paper demonstrates the need for a stronger emphasis in programs to develop the TPACK confidence of future teachers.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent125897 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherGriffith Institute for Educational Researchen_US
dc.publisher.placeBrisbane, Australiaen_US
dc.publisher.urihttp://www.griffith.edu.au/conference/technology-education-research-conference-2010en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencename6th Biennial International Conference on Technology Education Researchen_US
dc.relation.ispartofconferencetitleKnowledge in Technology Education, Volume Oneen_US
dc.relation.ispartofdatefrom2010-12-08en_US
dc.relation.ispartofdateto2010-12-11en_US
dc.relation.ispartoflocationGold Coast, Australiaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleInforming the Design of Teacher Education Programs: The Need for Developing Technological Pedagogical Content Knowledgeen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_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 conference please refer to the conference's website or contact the authors.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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