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http://dx.doi.org/10.17703/JCCT.2020.6.4.339

Pre-service Elementary Teachers' Perceptions of the Technological, Pedagogical and Content Knowledge (TPACK)  

Kwon, Hyuk-il (Dept. of Education, Cheongju National Univ. of Education)
Publication Information
The Journal of the Convergence on Culture Technology / v.6, no.4, 2020 , pp. 339-345 More about this Journal
Abstract
This study intended to analyze pre-service elementary teachers' perceptions of teacher knowledge based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Seventy-four pre-service elementary teachers who were enrolled at an University of Education located in mid-continent of Korea participated in a survey. Results of the survey was analyzed using Importance-Performance Analysis (IPA) method. It was found that perception of importance was significantly higher than that of performance at all seven domains of the TPACK. IPA matrix extracted from the survey indicates that Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK which are related to technology especially need to develop. Results of this study also show the necessity to support pre-service teachers so that they can have opportunities to develop and use technology-related knowledge and skills. This study especially implies that technological knowledge needs to be integrated with content and pedagogical knowledge when implementing curriculum and educational programs for pre-servie elementary teachers.
Keywords
Technological; Pedagogical & Content Knowledge (TPACK); Perceptions of TPACK; Technology Integration; Pedagogical Content Knowledge (PCK);
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
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