Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study Rose Cavin Math, Science and Secondary Education Chipola College Middle and Secondary Education, Math Florida State University United States cavinr@chipola.edu Abstract: This paper is a report on a dissertation research study that explored changes in technological pedagogical content knowledge in two groups of preservice teachers participating in microteaching lesson study. In the microteaching lesson study process (Fern��ndez, 2005), each group developed a technology-enhanced lesson and then worked through repetitive cycles of microteaching, reflecting, and modifying the lesson. The project focused on each group's decisions related to the incorporation and use of a technological tool in their respective lesson. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognized that traditional methods of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved, experienced a shift in mathematical knowledge from a more procedural to a more conceptual view of technology enhanced mathematics, and experienced working with their peers, gaining practical experience applicable toward future school-based instruction. Introduction The focus of this research project was centered on the concepts of technological pedagogical content knowledge, and microteaching lesson study. Technological pedagogical content knowledge (TPCK), introduced as a research framework consisting of three overlapping circles of technology, pedagogy and content (Mishra & Koehler, 2006), represents a teacher's awareness of the relationship and interaction of these three components. Simply using technology in the classroom does not represent TPCK. Using technology in a manner that enhances student learning by employing specific technological tools and using specific technology-related teaching strategies in presenting a content lesson does. National organizations such as the Association of Mathematics Teacher Educators (2006) have begun to stress the importance of including opportunities for the development of TPCK in teacher education programs. The specific strategies to be used in providing these opportunities, however, have been left up to the individual teacher education programs. This research study explored the use of microteaching lesson study as a teaching strategy to provide the opportunities for preservice teachers to develop technological pedagogical content knowledge. Microteaching lesson study (MLS), as developed by M. Fern��ndez (2005), is an adaptation of lesson study (Steigler & Hiebert, 1999), modified for use in a teacher education program. It is a process in which preservice teachers work collaboratively in small groups to develop a group lesson addressing a specific goal. The group members then work through repetitive cycles involving three stages: one member of the group micro-teaches the lesson group members watch a videotape of the lesson and evaluate the effectiveness of the lesson in relation to the objectives and goals and the group makes decisions to modify the lesson as needed. The cycle is repeated until all members of the group (typically three) have taught the lesson. While traditional microteaching involves a single teaching of an individually developed lesson, microteaching lesson study "engages prospective teachers in cooperative learning to develop their understanding and ability to plan, implement, and reflect on lessons" (M. Fern��ndez, 2005, p. 38). At the conclusion of the repetitive cycles, the group prepares a final written summary of the lesson and their experiences during the MLS process. MLS has been used to explore the development of pedagogical content knowledge (Fern��ndez, 2005 Fern��ndez & Robinson, 2007), and, in a pilot study for this research (Cavin & Fern��ndez, 2007), to conduct a preliminary investigation into the development of TPCK. Building upon the techniques developed for the pilot study, the current study was designed to explore changes in technological pedagogical content knowledge that occurred as preservice teachers participated in microteaching lesson study, as well as what aspects of microteaching lesson study afforded opportunities for these changes to occur.

Research Study Participants in this study were six preservice teachers enrolled in a semester long technology course required as part of a teacher education program at a small rural college. The microteaching lesson study process was conducted with two groups, each group containing three of the preservice teachers, working to develop a content-area lesson incorporating the use of a technological tool. The researcher was also the instructor for the course. The participants in the study were full time students five mathematics education majors and one science education major. Using pseudonyms, Chloe, John, Scott, and Margie had completed or were concurrently enrolled in the majority of both their content area courses and their required education courses. Beth and Todd were in the earlier stages of their programs and had completed most of the content coursework, but not the methods coursework. Prior to conducting the MLS process, background data collected from the participants included self-evaluations on technological expertise, technology comfort level, emphasis on student-centered vs. teacher-centered learning environments, and biographical data. To familiarize the researcher with the participants' technology-related beliefs, a task-based interview was also conducted prior to beginning the MLS process. The research agenda was made known to the participants early in the semester. As a technological tool was introduced and discussed in class, the instructor (researcher) selected a content-related lesson incorporating that tool, and modeled technology-enhanced instruction, with the preservice teachers participating as students. At the conclusion of each modeled lesson, preservice teachers prepared written feedback on the effectiveness of the choice of technological tool, the pedagogical strategy used to employ the technological tool, and the perceived impact on student learning achieved by employment of the technology tool. These feedback forms were discussed during technology class, modeling the reflective cycle of the MLS process. Midway through the term, the microteaching lesson study process was initiated. The six participants were purposefully assigned to two groups of three, based on background data collected as well as free time availability for group meetings. Of the five participants majoring in mathematics education, John was interested in an integrated curriculum and Scott had prior experience in the military generating an interest in a real-world approach to mathematics. These two participants were paired with Margie, the lone science education major. The remaining three mathematics education majors, Beth, Chloe and Todd, were assigned to the second group. Each group was assigned the task of teaching a lesson that would engage the students in exploring mathematical patterns and/or relationships using technological tools in order to develop a rich understanding of a mathematical topic. Three hours of technology class meeting time were dedicated to allow the groups to explore resources for appropriate technology enhanced lessons, make a selection, and develop lesson plans. Arrangements were made with a college mathematics instructor for the students in two sections of her course to participate as "teachees" (students for the MLS groups' lessons). Two locations were secured for the instruction to take place, and a schedule was set. The initial teaching of the MLS lessons took place on a Monday, with one member from each MLS group teaching one-half of section one of the college mathematics class. Copies of the videotape of each lesson were made for the MLS group participants. After observing the videotapes, each individual participant completed a lesson feedback form, responding to questions focused on the effectiveness of both the technology and the teaching strategy used in the lesson (Appendix A). Each MLS group met during the week to discuss the individual feedback forms, and to reach a group consensus on modifications that should be made to the lesson. The following Friday, a second member of each MLS group taught one-half of section two of the college mathematics class, using the modified lesson plan. After an additional cycle of evaluation and modification, the third member of each group taught the final versions of the group lessons to the technology class on the following Thursday. Data were collected during the entire semester using a variety of methods. Audio recordings were made of all group meetings, and video recordings were made of all lesson presentations. Fieldnotes were kept by the researcher, and paper copies of teachee feedback forms completed following each teaching of the lesson were saved. Each MLS group maintained an electronic folder containing copies of the group's lesson plans with between-teaching modifications identified in blue, original and modified copies of all handouts and electronic files used in teaching the lesson, and individual participant feedback forms completed following the first and second presentations. At the conclusion of the MLS process, individual participants also submitted directly to the researcher a final reflective summary survey of the MLS process. These final surveys were held confidential and not included in the electronic group folder as they contained feedback on the process of working in the MLS group and often contained comments regarding other group members. Individual interviews were also conducted at the conclusion of the MLS process to