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Philipp, R. A., Ambrose, R., Lamb, L. L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., & Chauvot, J. (2007). Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study. Journal for Research in Mathematics Education, 38, 438-476.

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• TITLE: Developing Pre-Service Teachers’ Mathematics TPACK through an Integrated Pedagogical Course

  AUTHORS: Nabil Assadi, Wafiq Hibi

  KEYWORDS: Technological Pedagogical Content Knowledge, Mathematics Education, Lesson Presentation, Pre-Service Teacher, Technology Integration GeoGebra

  JOURNAL NAME: Creative Education, Vol.11 No.10, October 16, 2020

  ABSTRACT: Lesson planning and presentation are regarded as an effective method that allows pre-service teachers to gain experience in the instructional processes and improve teaching skills. Lesson Portfolio and Presentations, not only is utilized as a method for increasing the quality of a teacher’s education, but also used to research the Technological Pedagogical Content Knowledge (TPACK) framework. The purpose was to investigate changes in pre-service teachers’ TPACK from their lesson portfolio and presentation practices conducted under the TPACK framework. The participants are 22 third-year pre-service teachers. An analysis was performed based on specific concepts from the projects, which had been developed to reveal the changes in pre-service teachers’ TPACK components. Content analysis was used to analyze the observation forms, self-evaluations, videos and interviews. The study’s findings indicate that pre-service teachers use GeoGebra tools to attain what they had specified in their instructional plans. When considered in terms of the TPACK components, pre-service teachers made noticeable progress.