Examining Pre-service Teachers’ Instructional Strategies for Technological Pedagogical Content Knowledge via Video-conferencing [Hsiu-Jen Cheng and Hong Zhan]

  • 发布日期2012-12-04
  • 浏览次数3049

Hsiu-Jen Cheng and Hong Zhan


Abstract: This action research observes instructional strategies and appropriateness of the strategies that pre-service teachers have applied during their training based on the Technological Pedagogical Content Knowledge (TPACK) training model. Participants include 14 pre-service teachers who were enrolled in a Distance Education training course in Taiwan. During the course, pre-service teachers were trained to develop teaching skills based on the TPACK training model and applied their skills in video-conferencing teaching which involved 14 American students who were learning Mandarin Chinese as a Foreign Language (CFL) in an intermediate level course in the United States. Data were collected via screen recordings of online teaching, pre-service teachers’ lesson plans, and instructional PowerPoint presentations. The results revealed in the content analysis that the CFL pre-service teachers applied four instructional strategies including using body language, graphic and pictures, animations, and text-based input to enhance understanding of the content. These instructional strategies were relatively simple and easy to use in the online teaching environment; however, overusing multimedia may cause instructional obstacles. This study suggests that when training pre-service teachers to use technologies, it is more important to train pre-service teachers to develop abilities that link technology tools with instructional goals.


Keywords: Pedagogical strategies and models for e-learning, foreign language teacher training via video-conferencing, Technological Pedagogical Content Knowledge (TPACK), teaching and learning of CFL


地址:中国·北京·清华大学建筑馆北三层 邮编:100084 清华大学教育技术研究所 版权所有 2012.9