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

Authors

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

DOI:

https://doi.org/10.14742/ajet.827

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.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

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

Downloads

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

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 > >>