Exploring TPACK among pre‐service teachers in Australia and Israel.

• Autores: Petrea Redmond, Yehuda Peled
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 50, Nº. 4, 2019, págs. 2040-2054
• Idioma: inglés
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• Resumen

  • The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self‐report online survey, this study sought to compare and contrast TPACK results from pre‐service teachers studying in secondary teacher education programmes in Australia and Israel. Findings suggest that TPACK is higher in Australia, and in both countries for those students who were aged over 26. There were no significant differences between gender and disciplines reported. The paper also discusses broad‐scale implications for the future of research in TPACK. [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)