TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program

How does preservice teachers' knowledge for technology integration develop during their teacher preparation 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, at plans at multiple data spanning the three-semester program revelaed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).