Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

作者：

Highlights：

• Facilitation of pre-service teachers' situation-specific TPK was investigated.

• Learning by mapping was rather negatively related to situation-specific TPK.

• Quality of maps positively affected the acquisition of conceptual knowledge.

• Worked examples were positively associated with situation-specific TPK.

摘要

•Facilitation of pre-service teachers' situation-specific TPK was investigated.•Learning by mapping was rather negatively related to situation-specific TPK.•Quality of maps positively affected the acquisition of conceptual knowledge.•Worked examples were positively associated with situation-specific TPK.

论文关键词：Technological pedagogical and content knowledge (TPACK),Professional vision,Mapping,Worked examples,Pre-service teachers

论文评审过程：Received 31 May 2020, Revised 1 August 2020, Accepted 1 November 2020, Available online 11 November 2020, Version of Record 21 November 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2020.106617