Developing Graduate TPACK Capabilities in Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project

Glenn Finger, Geoff Romeo, Margaret Lloyd, Deborah Heck, Trudy-Ann Sweeney, Peter Albion, Romina Jamieson-Proctor

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    There is increased accountability of initial teacher education (ITE) programs in Australia to develop Graduate teachers who are better prepared. Most ITE programs have been designed using Pedagogical Content Knowledge. Informed by the growing Technological Pedagogical Content Knowledge (TPACK) research, this journal article suggests that ITE programs need to develop Graduate teachers who have the TPACK capabilities to use technologies to support teaching and student learning. Insights from the research and evaluation of the Teaching Teachers for the Future (TTF) Project, which was guided by the TPACK conceptualisation, are provided. The TTF Project, which involved all Higher Education Institutions providing ITE programs in Australia, drew upon the TPACK conceptualisation. The TTF Project research and evaluation included the development and administration of a TTF TPACK Survey and the implementation of the Most Significant Change Methodology. Key findings resulting from the employment of these methodologies are summarised to provide guidance to inform the improvement of ITE programs to develop Graduate TPACK capabilities.

    Original languageEnglish
    Pages (from-to)505-513
    Number of pages9
    JournalThe Asia-Pacific Education Researcher
    Volume24
    Issue number3
    DOIs
    Publication statusPublished - 14 Sep 2015

    Keywords

    • Graduate teachers
    • Most significant change
    • Professional standards
    • Teaching Teachers for the Future Project
    • TPACK

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