Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher: Case Study

Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher: Case Study

Aleksandra A. Kaplon-Schilis (The Graduate Center (CUNY), USA) and Irina Lyublinskaya (College of Staten Island (CUNY), USA)
Copyright: © 2019 |Pages: 26
DOI: 10.4018/978-1-5225-7001-1.ch009


This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.
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This section presents a literature review that introduces the TPACK framework, provides an overview of current research on TPACK with the focus on pre-service and in-service special education, and describes current studies on the teacher development, the transfer of knowledge from pre-service to in-service experience, as well as learning trajectories for teachers.

TPACK Framework

The TPACK framework as described by Mishra and Koehler (2006) was built upon Shulman’s (1986) idea of PCK (Pedagogical Content Knowledge) framework by adding the knowledge of technology as a separate domain, since technology, especially digital technology, have changed (or can change) the nature of the classroom. The TPACK framework describes the knowledge that teachers need for effective integration of technology in their specific content areas and grade levels (Niess, 2008). Seven knowledge domains described by the TPACK framework include: Technological Knowledge (TK) as knowledge and proficiency with technology tools (Shinas, Yilmaz-Ozden, Mouza, Karchmer-Klein, & Glutting, 2013), Content Knowledge (CK) as knowledge of the subject matter, Pedagogical Knowledge (PK) as knowledge of educational theories and instructional methodologies needed to develop appropriate instructions, Technological Content Knowledge (TCK) as knowledge of using technology tools to support specific content matter, Pedagogical Content Knowledge (PCK) as knowledge needed to develop and deliver effective content-specific instruction, Technological Pedagogical Knowledge (TPK) as knowledge of how technology can support teaching and learning, and TPACK as knowledge that supports a teacher’s ability to integrate content, pedagogy and technology in a specific context (subject matter, grade-level, teachers, school factors, demographics, culture, learning environment, etc.).

Key Terms in this Chapter

Pre-Service Teacher Education: Education required to enter the teaching profession, in US it is education necessary to prepare students for initial teacher certification.

Special Education: Education that prepares teachers to teach students with special needs, including those with disabilities.

TPACK (Technological Pedagogical Content Knowledge): Knowledge that teachers need to effectively integrate technology into teaching subject-specific curriculum within specific classroom contexts.

Knowledge Transfer: Transfer of learning. In education refers to learning in one context any applying it to another (i.e., the capacity to apply acquired knowledge and skills to new situation).

Educational Technology: Technological tools used in education and methods of teaching and learning with these tools.

Differentiated Instruction: Methodology of teaching that organizes instruction and assessment according to different learning styles and abilities of students in the same classroom.

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