Share Paper: Comparing TPACK of novices, experienced preservice teachers, and inservice teachers: Disentangling the effects of teaching experience from formal training

  1. Eliana Brianza, University of Zurich, Switzerland
  2. Mirjam Schmid, University of Queensland, Australia
  3. Jo Tondeur, Vrije Universiteit Brussels, Belgium
  4. Dominik Petko, University of Zurich, Switzerland
Wednesday, March 15 4:15-4:45 PM Astor Ballroom 1

Abstract: As crucial components of teacher education, the effects of formal pedagogical training and teaching experience for developing teachers’ professional knowledge are generally studied in unison and thus subject to a degree of confoundment. Disentangling these effects would provide valuable insight for designing teacher education programs based on the timely provisions of theory and practice. This study investigates the relationship between teaching experience, contextual knowledge, and technological pedagogical content knowledge (TPCK) of novice preservice teachers (n = 128; without formal training; without teaching experience), experienced preservice teachers (n = 55; without formal training; with teaching experience), and inservice teachers (n = ...