A Review of
Literature: How Preservice Mathematics Teachers Develop Their Technological,
Pedagogical, and Content Knowledge.
Melike Yigit
In the past time, teachers only needed
to know and understand the content determined by particular grade level that
they thought (Niess, 2008) but today’s beliefs what the teachers needed to know
has changed based on the development of teachers’ preparation programs and
technology. Therefore, there is a theoretical framework which has been an effective
framework to analyze teachers’ knowledge and teachers’ preparation programs who
was constructed by Shulman, named Pedagogical Content Knowledge (PCK). PCK as the
main idea of the transformation of the subject matter for teaching. Teacher with
strong PCK support students to understanding taught content (Shulman, 1986).
Along with the development of technology,
things that teachers need to know and understand are also changed. Mishra and
Koehler (2006) are developing Shulman’s theoretical framework by adding
technological knowledge to the framework became: Technological, Pedagogical and
Content Knowledge, also known as TPACK. This means to describe and understand
the goals of technology in teachers’ education. Teacher with TPACK have ability
to interpret the intercorrelation between CK (Content Knowledge), PK
(Pedagogical Knowledge) and TK (Technological Knowledge) this interpretation
allows teacher to teach by using appropriate pedagogical and technological
strategies (Schmidt, Baran, Thompson, Mishra, Koehler, and Shin, 2009). Therefore,
the purpose of this study is to investigate the articles in Mathematics
education research that explored how pre-service mathematics teachers develop
their TPACK and hoe their development impacts their future teaching of Mathematics.
The literature review was
conducted in three scientific databases: ERIC (Education Resources Information
Center), JSTOR- Scholarly Journal Achieve and PsychINFO. Limiting to the articles
published between 2005 and 2013 (February), involving 853 references (43
articles in ERIC, 151 articles in PsychINFO, and 659 articles JSTOR). All abstracts
and keywords were reviewed. The article had to make an explicit contribution to
the literature based on Pre-Service Mathematics Teachers development of TPACK. After
screening the articles, the remaining 12 articles (11 empirical articles and 1
theoretical article) will be used in this study.
Finding shows that Pre-Service
Mathematics Teachers active involvement in technology enhanced lessons or
courses are the major strategy to develop their TPACK and to improve their
future teaching on Mathematics.
The use of technology in education is keep growing recently and it is shown by the number of research and study in the related topic. Technology is not specially design for education, so teachers redesign it for their classes. This paper can be reference for those who have interested in TPACK or the use of technology in education. Thank you for sharing
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