TY - JOUR
T1 - The development of pre-service teachers' knowledge
T2 - A contemplative approach
AU - Hao, Yungwei
N1 - Funding Information:
The author would like to thank the reviewers for their constructive comments that help improve the manuscript. The author would also like to thank the Ministry of Science and Technology for the research grant that made this research possible. This research was funded by the Research Grant 103-2410-H-003-079- from the Ministry of Science and Technology, Taiwan .
Publisher Copyright:
© 2016 Elsevier Ltd. All rights reserved.
PY - 2016/7/1
Y1 - 2016/7/1
N2 - 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.
AB - 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.
KW - Meditation
KW - Reflection
KW - Teacher education
KW - Teacher knowledge
KW - Technological pedagogical content knowledge
KW - TPACK
UR - http://www.scopus.com/inward/record.url?scp=84959374751&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84959374751&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2016.02.054
DO - 10.1016/j.chb.2016.02.054
M3 - Article
AN - SCOPUS:84959374751
SN - 0747-5632
VL - 60
SP - 155
EP - 164
JO - Computers in Human Behavior
JF - Computers in Human Behavior
ER -