Advances in information communication technologies (ICTs) have diversified teacher instruction. The appropriateness of representation selections and learning activity designs involving ICTs is determined by teachers’ technological pedagogical content knowledge-practical (TPACK-P), a knowledge construct transformed and reinforced through different tasks in teaching. This study developed rubrics for evaluating preservice teachers’ TPACK-P, according to the proficiency levels and features identified by in-service teachers. We collected lesson plans and microteaching video clips of seven preservice teachers in order to verify the rubrics and explore how their TPACK-P was demonstrated in lesson plans and microteaching. Results revealed that the preservice teachers’ performances on lesson planning and microteaching were similar, with discrepancies of +/- 1 level on the rubrics. Their performances on teaching with ICTs were comparatively better in curriculum design and enactment than on assessment. It may not be difficult for preservice teachers to implement ICTs, but the real challenges are to use ICTs with considerations of students, content, and pedagogy. Teacher education programs are advised to pay attention to how meaningfully ICTs are used to support instruction, rather than simply counting the number of times ICTs are used.
ASJC Scopus subject areas
- 社會科學 (全部)