The development of pre-service teachers' knowledge: A contemplative approach

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT literacy course during the fall 2014 semester. Pre-and post-course surveys indicated that the teachers had significant growth in TPACK and other types of teacher knowledge and in the depth of their reflective practice. Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength. Several implications were noted for the future direction of teacher education programs and research.

Original languageEnglish
Pages (from-to)155-164
Number of pages10
JournalComputers in Human Behavior
Volume60
DOIs
Publication statusPublished - 2016 Jul 1

Fingerprint

Meditation
Education
Students
Self Efficacy
Learning
Interviews
Growth
Research
Reflective Practice
Teacher Knowledge
Pre-service Teachers
Surveys and Questionnaires
Direction compound
Teacher Training
Literacy
Education Program
Reflective
Affective
Teacher Education
Self-efficacy

Keywords

  • Meditation
  • Reflection
  • Teacher education
  • Teacher knowledge
  • Technological pedagogical content knowledge
  • TPACK

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

The development of pre-service teachers' knowledge : A contemplative approach. / Hao, Yungwei.

In: Computers in Human Behavior, Vol. 60, 01.07.2016, p. 155-164.

Research output: Contribution to journalArticle

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