Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education

By Jason T. Abbitt. 2011

344 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e011c8f4bdd533fe3f0fa1cb9a0f00b957e3a562

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Bart Rienties
2. Stephen F. Bismarck
3. Simon Lygo-Baker
4. Dana C. Cox
5. Jim Gleason
6. Jeremy Zelkowski

Citations in the corpus

• The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “Recently, several instruments (Abbitt, 2011; Chai, Koh, & Tsai, 2010; Lux, Bangert, & Whittier, 2011; Schmidt, Baran, Thompson, Koehler, & Mishra, 2009; Schmidt et al., 2009) have been developed to measure (perceived) TPACK knowledge and skills, primarily amongst preservice teachers in primary and…”
• Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review (2015, unknown): “Research has also focused on measures of TPACK (see Abbitt, 2011; Koehler Shin, & Mishra, 2011 for a review).”
• Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers (2013, background): “Our current large-scale study aimed to establish a valid and reliable instrument for monitoring and assessing TPACK development in secondary mathematics PSTs, including the seven interrelated knowledge domains that TPACK encompasses.”