e-Books to Support Preservice Science Teacher Development
DOI:
https://doi.org/10.33423/jhetp.v20i4.2983Keywords:
Higher Education, Practice, teacher preparation, educational technology, digital literacy, pedagogical knowledge, content knowledge, TPACKAbstract
This study used mixed methods to understand the role of e-books in developing preservice science teachers’ digital literacy (DL) and technological, pedagogical, and content knowledge (TPACK). Undergraduates created e-books to review science content and to prepare for Praxis. A pre- and post-survey was used to understand the role of e-books in developing DL and TPACK. A focus group was conducted to understand participant experience and to develop a preliminary coding scheme for preservice teacher e-books and reflections. Results from this study highlight the need for educational technology to become an intentional part of teacher preparation programs.
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Published
2020-08-18
How to Cite
Waters, P. (2020). e-Books to Support Preservice Science Teacher Development. Journal of Higher Education Theory and Practice, 20(4). https://doi.org/10.33423/jhetp.v20i4.2983
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