Prospective mathematics teachers’ tpack in a context of a teacher education experiment

Abstract

TPACK conceptualizes the teacher professional knowledge for an effective integration of technology in education and so its development needs to be ensured in pre-service teacher education. This study analyzes the TPACK that prospective middle-school and secondary mathematics teachers, evidence in a teacher educat ion experi ment ai mi ng it s development regardi ng the cognitive components that characterizes it: conceptions, curriculum, learning and teaching. Following a Design-Based Research methodology, the results of the 1st cycle of experimentation show that the prospective teachers’ TPACK is a complex, dynamic and f lexible knowledge, consolidated through the articulation of multiple domains of the teacher professional knowledge.