Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

D.D. Agyei, Joke Voogt

Research output: Contribution to journalArticleAcademicpeer-review

53 Citations (Scopus)
664 Downloads (Pure)

Abstract

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently taught in a technology-based environment for the first time. It was evident from the findings that more systematic efforts are needed to engage pre-service teachers in technology-rich design activities, to develop their TPCK adequately. The study also showed the potential of TPCK as a new frame for developing pre-service teachers' experiences in technology integration within initial teacher education, particularly in Sub-Saharan African countries
Original languageEnglish
Pages (from-to)547-564
JournalAustralasian journal of educational technology
Volume28
Issue number4
DOIs
Publication statusPublished - 2012

Keywords

  • IR-84041
  • METIS-292882

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