Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

  • Douglas D. Agyei University of Cape Coast
  • Joke Voogt University of Twente

Abstract

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently taught in a technology-based environment for the first time. It was evident from the findings that more systematic efforts are needed to engage pre-service teachers in technology-rich design activities, to develop their TPCK adequately. The study also showed the potential of TPCK as a new frame for developing pre-service teachers' experiences in technology integration within initial teacher education, particularly in Sub-Saharan African countries.

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Author Biographies

Douglas D. Agyei, University of Cape Coast
Department of Mathematics and Statistics
University of Cape Coast,
Joke Voogt, University of Twente
Department of Curriculum Design and Educational Innovation, Faculty of Behavioural Sciences, University of Twente
Published
2012-05-17
How to Cite
Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4). https://doi.org/10.14742/ajet.827