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Applying TPACK-P to a Teacher Education Program

  • Yi-Fen YehEmail author
  • Fu-Kwun Hwang
  • Ying-Shao Hsu

Abstract

We propose a teacher community called the learning module design team (LMDT) in which preservice teachers, in-service teachers, and science education researchers work together to enhance each other’s TPACK-Practical (TPACK-P). Within the teacher community, in-service teachers designed physics learning applications (APPs) and learning modules with their TPACK-P; preservice teachers then tested the APPs and implemented them into their microteaching. Designing these APPs and learning modules allow in-service teachers in the community to refine their TPACK-P, while implementing these artifacts develops preservice teachers’ TPACK-P. A professor who was also a physics teacher educator and science education researcher played the role of a facilitator, ensuring within- and between-group communication. Besides elaborating upon each other’s TPACK-P, the LMDT developed a total of 12 android APPs on multitouch tablets to help students better understand physics concepts such as spring resonance, slingshot physics, and friction. This chapter presents the design principles, functions, and features of the 12 APPs; it also describes how these teachers collaborated with each other within the community.

Keywords

Preservice Teacher Science Teacher Pedagogical Content Knowledge Experienced Teacher Learning Module 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.Science Education CenterNational Taiwan Normal UniversityTaipeiTaiwan
  2. 2.Physics DepartmentNational Taiwan Normal UniversityTaipeiTaiwan
  3. 3.Graduate Institute of Science EducationNational Taiwan Normal UniversityTaipeiTaiwan

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