Title: An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China

Authors: Yi Zhan; Jianqiang Quan; Youqun Ren

Addresses: Room 312, School of Distance Education, East China Normal University, No. 3663 North Zhong Shan Road, Shanghai, China ' Room 424, Foreign Languages Building, East China Normal University, No. 500 East Chuan Road, Shanghai, China ' Room 311, School of Distance Education, East China Normal University, No. 3663 North Zhong Shan Road, Shanghai, China

Abstract: Based on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre-service teachers' TPACK level. The subjects were pre-service mathematics teachers. The authors developed a learning-by-design micro-course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro-course. The result indicated that such a micro-course could effectively help the pre-service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro-course to enhance pre-service teachers' TPACK.

Keywords: TPACK; learning by design; micro-courses; pre-service teachers; China; technological content; pedagogical content; knowledge development; mathematics teachers; mathematics education; course design; maths teachers; math teachers.

DOI: 10.1504/IJSMILE.2013.053600

International Journal of Social Media and Interactive Learning Environments, 2013 Vol.1 No.2, pp.199 - 212

Received: 05 Oct 2012
Accepted: 16 Oct 2012
Published online: 28 Feb 2014 *

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