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Understanding the theoretical framework of technological pedagogical content knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (Forskargruppen Induction, IT i lärande)ORCID iD: 0000-0002-5592-2964
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (Forskargruppen Induction, IT i lärande)
2012 (English)In: Studying Teacher Education: journal of self-study of teacher education practices, ISSN 1742-5964, E-ISSN 1742-5972, Vol. 8, no 2, p. 193-204Article in journal (Refereed) Published
Abstract [en]

This paper describes a self-study research project that focused on our experiences when planning, teaching and evaluating a course in initial teacher training. The focus of the course was the pedagogical use of web 2.0 resources to support learning in the preschool/school context. The potential of the different digital tools was mainly explored by situated use in the design and teaching of the course. The focus, content, form of distribution, teaching and assessment of the course went beyond what is common in initial teacher training in Sweden. The analysis highlighted the challenges and opportunities that teacher educators and student teachers might encounter when working with, and learning about, ICT to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK) into a technological pedagogical content knowledge (TPACK). For teacher educators this is especially challenging, since they need to develop TPACK themselves and understand what this means for different categories of teachers. Taken-for-granted organizational and institutional assumptions of teaching, learning and assessment in teacher education were identified in the study.

Place, publisher, year, edition, pages
2012. Vol. 8, no 2, p. 193-204
Keywords [en]
ICT, self-study, teacher education, technological pedagogical content knowledge (TPACK, or TPCK), theory
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Didactics
Identifiers
URN: urn:nbn:se:hig:diva-11007DOI: 10.1080/17425964.2012.692994Scopus ID: 2-s2.0-84863627580OAI: oai:DiVA.org:hig-11007DiVA, id: diva2:462720
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IT i lärarutbildningenAvailable from: 2011-12-07 Created: 2011-12-07 Last updated: 2018-04-23Bibliographically approved

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Fransson, GöranHolmberg, Jörgen

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