A
Review of the Literature: How Pre-service Mathematics Teachers Develop Their
Technological, Pedagogical, and Content Knowledge
Melike
Yigit, Purdue University (2014)
International
Journal of Education
in
Mathematics, Science and Technology, 2(1), 26-35.
Nowadays, teachers need
to not only know and understand the content of materials they teach, but also
develop their preparation program in teaching through technology. Based on the
development of technology, Mishra and Koehler (2006) defined a conceptual
framework on Technological, Pedagogical and Content Knowledge (TPCK). Their
main goal is to describe and understand the goals of technology in teacher
education. In 2007, the acronym TPCK was changed into TPACK.
Related to TPACK, this study
aims to investigate articles in mathematics education researches that explored
how Pre-Service Mathematics Teachers (PSMT) develop their TPACK and how their
development impacts their future teaching of mathematics. In conducting the
study, the writer applied qualitative study using systematic literature review
in which the data is articles published between 2005-2013 as many as 45, which
are downloaded from ERIC, JSTOR-Scholarly Journal Archive, and PsychINFO. Then,
the articles were screened full-text to find the relationship with the subject
studied.
From the data analysis,
findings show that PSMTs’ active involvement in technology-enhanced courses is
the major strategy to develop their TPACK and to improve their future teaching
of mathematics. Therefore, mathematics teachers should utilize the TPACK
framework to discuss how PSMTs develop and engage in their TPACK, how PSMTs’
TPACK development occurs through the stages, and how their own TPACK
development impacts their perspectives about their future teaching. This review
and existing studies would be used as a guide to help PSMTs’ TPACK development
and their teaching experiences for their future teachings.
It is very interesting that the researcher was collecting articles as many as 45 articles in many sources that can be the proof of the result of research. From this article, I want to know about how the researcher manages the selected articles which sometimes there are researches which in the finding is significant or not significant.
ReplyDeleteThat's it, but there is no clear explanation about such thing in the journal..
DeleteIt is a good strat of pre-service teachers when they can be the initiator to involve technology in their learning process. The question is how to maintain the use of technology in the following teaching learning process.
ReplyDeleteTechnology in TL process is one of supportive aspects in improving students' achievement. There are some ways to maintain the technological use in classroom, for example, joining workshops about ICT, so that teachers can get more knowledge and ideas in using technology in the classroom.
Deletewow, i've read this article, and it was amazing that the author screened more than 100 articles into 45 to studied. thanks for sharing this summary^^
ReplyDelete