TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program

Mark Hofer, Neal Grandgenett

Research output: Contribution to journalArticle

67 Scopus citations


How does preservice teachers knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed, program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK). (Keywords: TPACK, technological pedagogical content knowledge, technology integration, teacher education, preservice)

Original languageEnglish (US)
Pages (from-to)83-106
Number of pages24
JournalJournal of Research on Technology in Education
Issue number1
Publication statusPublished - 2012


ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this