Auditing the TK and TPACK confidence of pre-service teachers: are they ready for the profession?

Jamieson-Proctor, Romina ORCID: and Finger, Glenn and Albion, Peter ORCID: (2010) Auditing the TK and TPACK confidence of pre-service teachers: are they ready for the profession? Australian Educational Computing, 25 (1). pp. 8-17. ISSN 0816-9020

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Teacher education graduates need appropriate levels of confidence and capabilities in relation to technological knowledge (TK) as a basis for having technological pedagogical content knowledge (TPACK) to meet the challenges of learning and teaching in the 21st century. However, it should not be assumed that tomorrow's teachers enter the profession with the appropriate confidence and capabilities. The TPACK conceptual framework (AACTE Committee on Innovation and Technology, 2008; Mishra & Koehler, 2006) was used to guide this study that was conducted in 2009 to audit the TK and TPACK confidence of final year education students in two Queensland universities. The findings are compared with those reported in an earlier study (Watson et al., 2004) that found there was a limited ronge of applications with which the pre-service teachers expressed high levels of competence. Importantly, high percentages of participants in both studies perceived themselves to have no competence with applications such as multimedia development, visual thinking software and digital video editing which could be used to motivate their future students. Furthermore, the percentage of participants who rated themselves as having no or limited confidence to integrate ICT into student learning with particular integration examples was concerning. This paper provides a summary of some of the findings of the TPACK audit of the 2009 pre-service teachers in their final year, which reveal important insights that could be used to inform the review and design of teacher education programs to more directly improve graduate TPACK confidence and capabilities. The study suggests that current teacher education programs have largely been designed using Pedagogical Content Knowledge (PCK) (Shulman, 1986, 1987) where students undertake studies in a range of curriculum (content, disciplinary) courses, pedagogy courses, and professional studies (practicum, Internship) courses, and this is now insufficient as TPACK capabilities are required.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: File reproduced in accordance with the copyright policy of the publisher/author.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 14 Sep 2010 09:01
Last Modified: 14 Nov 2022 09:52
Uncontrolled Keywords: TPACK; ICT integration; teacher education
Fields of Research (2008): 08 Information and Computing Sciences > 0806 Information Systems > 080602 Computer-Human Interaction
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Fields of Research (2020): 46 INFORMATION AND COMPUTING SCIENCES > 4608 Human-centred computing > 460806 Human-computer interaction
39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies

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