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A TPACK Diagnostic Tool for Teacher Education Leaders

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Abstract

Teacher education faculty must incorporate and model effective use of Technological, Pedagogical, and Content Knowledge (TPACK) in the classroom and across the curriculum. Teacher education leaders have a responsibility to set direction, develop people, and redesign their teacher preparation programs into TPACK ready environments. As such, a change process may occur that may be challenging and difficult for some leaders and their faculty. In this article, the authors examine the process and product of creating a TPACK leadership diagnostic tool that provides leaders in teacher education with support and guidance for the process of developing TPACK ready teacher preparation programs. Suggestions for further development and usage of the diagnostic tool are discussed.

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Authors and Affiliations

  1. School of Education, Nevada State College, Henderson, NV, USA

    Kevin J. Graziano

  2. Curriculum & Instruction, University of Northern Iowa, Cedar Falls, IA, USA

    Mary C. Herring

  3. School of Education, Elon University, Elon, NC, USA

    Jeffrey P. Carpenter

  4. College of Education, Northern Illinois University, DeKalb, IL, USA

    Sharon Smaldino

  5. College of Education, Minnesota State University, Mankato, MN, USA

    Elizabeth S. Finsness

Authors
  1. Kevin J. Graziano
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  2. Mary C. Herring
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  3. Jeffrey P. Carpenter
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  4. Sharon Smaldino
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  5. Elizabeth S. Finsness
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Correspondence to Kevin J. Graziano.

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Graziano, K.J., Herring, M.C., Carpenter, J.P. et al. A TPACK Diagnostic Tool for Teacher Education Leaders. TechTrends 61, 372–379 (2017). https://doi.org/10.1007/s11528-017-0171-7

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  • DOI: https://doi.org/10.1007/s11528-017-0171-7

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