Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans

作者：

Highlights：

• Self-reported TPACK is compared with coded technology use in lesson plans.

• Different TPACK profiles emerge from clustering of subscales.

• TPACK profiles are unrelated to technology use in lesson plans.

• Differences in technology use found for subject groups, but not for gender or age.

• STEM pre-service teachers showed positive relations of TPACK and technology use.

摘要

•Self-reported TPACK is compared with coded technology use in lesson plans.•Different TPACK profiles emerge from clustering of subscales.•TPACK profiles are unrelated to technology use in lesson plans.•Differences in technology use found for subject groups, but not for gender or age.•STEM pre-service teachers showed positive relations of TPACK and technology use.

论文关键词：TPACK,Pre-service teachers,Technology use,Self-report questionnaire,Lesson plan,Cluster analysis

论文评审过程：Received 27 May 2020, Revised 12 August 2020, Accepted 26 September 2020, Available online 14 October 2020, Version of Record 22 October 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2020.106586