Abstract
The objective of the proposed study is to compare middle school pre-service and in-service teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) competencies and levels. As part of this study, twelve middle school pre-service mathematics teachers and twelve middle school in-service mathematics teachers will be observed during the fall 2023 semester. This study compares participants’ TPACK development stages and competencies. Data is examined with a qualitative lens using a collective case study approach.
Presenters
Hsing-Wen HuProfessor, Department of Teacher Education, Coastal Carolina University, South Carolina, United States Grant Sasse
Dean of Curriculum, Accreditation and the School of Professional Studies and Applied Sciences, Chadron State College, Nebraska, United States
Details
Presentation Type
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Pre-service teachers, In-service teachers, Middle school mathematics teachers, TRACK
