Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study

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Cavin, R. (2008). Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5214-5220). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28106.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Rose Cavin, Chipola College, USA

Abstract

This study explored the development of technological pedagogical content knowledge (TPCK) in six preservice teachers participating in microteaching lesson study (MLS), focusing on their decisions related to incorporating a technological tool in a content lesson. In MLS (Fernández, 2005), preservice teachers worked in small groups through repetitive cycles of microteaching, reflecting, and modifying a group lesson. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognized that traditional methods of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved, experienced a shift in mathematical knowledge from a more procedural to a more conceptual view of technology enhanced mathematics, and experienced working with their peers, gaining practical experience applicable toward future school-based instruction.

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