This study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from thirty-eight preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year. Descriptive statistics, correlation and regression analysis were used. Results showed that participants had significantly positive gains in their PK, TK, TPK, PCK, and TPACK with medium to large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants’ TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to support preservice teachers’ pedagogical thinking primarily. Therefore, it is suggested to enhance the technological aspects of the program.
Recommended CitationKartal, Büşra. (2022). Examining Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge Development in The Natural Setting of A Teacher Preparation Program. i.e.: inquiry in education: Vol. 14: Iss. 2, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol14/iss2/4