Share Paper: TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices

1. Ottavia Trevisan, University of Padova, Italy
2. Marina De Rossi, University of Padova, Italy

Abstract: In the last decades, TPCK (Mishra & Koehler, 2006; Angeli & Valanides, 2009) has come to the forefront of educational research, acknowledging the growing role of technologies in educational practices in the definition of teachers’ knowledge, with major consequences also in the field of teacher education. Moreover, teachers’ pedagogical reasoning (Loughran et al., 2016), along with tacit beliefs, is proving to be a powerful doorway to link (student) teachers’ pedagogical choices and technologies’ intended uses (Heitnik et al., 2016). This paper moves from these considerations to describe an ongoing research, aimed at investigating TPCK-related instructional design procedures (IDP - Angeli ...