Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses

Abstract

This qualitative cross-case study examined how a university redesigned instructional course for a preservice program supported the development of mathematics preservice teachers' Technological Pedagogical Content Knowledge (TPACK) regarding the use of Information and Communication Technologies (ICT) in their instruction. This research occurred on the context of a redesigned Mathematics Teaching Practice IV course. This course was redesigned to include in it the six SQD-model (Synthesis of Qualitative Evidence) micro level for preparing preservice teachers to use ICT in mathematics teaching and learning practices and was taught by professors with strong ICT profiles. These course activities were organized and used during an entire semester and the combination of these group of activities was called Studying, Learning and Teaching mix. We observed the preservice teachers' practices in their design and teaching of high school lessons and conducted semi-structured interviews to assess their TPACK development. While there were observable features of TPACK development in the early TPACK levels as a result of the participants' experiences, the authentic teaching experience clearly challenged their attitudes and beliefs about teaching and learning mathematics and the role ICT might play in this process. The course experience provided multiple teachable moments for the course professors as they observed and described the preservice teachers’ TPACK levels. In the end, we found that the Case 1 of preservice teachers demonstrated multiple descriptors from the Accepting TPACK level while those in Cases 2 and 3 displayed descriptors primarily associated with the Recognizing TPACK level. Results suggest that their attitudes and beliefs were challenged through a constructive and iterative process that ultimately supported their TPACK development.