首页> 外文期刊>Journal of computers in mathematics and science teaching >Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course
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Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course

机译:在小学数学方法课程中加深岗前教师的技术,教学法和内容知识(TPACK)

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This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Participants included pre-service teachers from 7 sections of the same course. Data sources included a variety of work samples from pre-service teachers. Inductive analysis of the data indicated that pre-service teachers demonstrated varying levels of technological knowledge, but all demonstrated greater gains in their knowledge of mathematics content and pedagogical content knowledge. Implications for the design of pre-service mathematics education courses focused on elementary school mathematics are also shared.
机译:本文介绍了一项研究的发现,该研究在美国小学数学的数学教学课程中,考察了职前教师对技术,教学法和内容(TPACK)知识的发展。参加者包括同一课程的7个部分的岗前教师。数据来源包括来自职前教师的各种工作样本。对数据的归纳分析表明,职前教师展示了不同程度的技术知识,但是所有人都展示出他们在数学内容和教学内容知识方面的更大收获。还分享了对设计针对小学数学的职前数学教育课程的启示。

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