A Development on Assessment Method of Identifying Transformation of Preservice Teacher’s Practical Knowledge in Practicum －Focus on Technological Pedagogical Content Knowledge－
佐竹, 靖 ,
小柳, 和喜雄 ,
松川, 利広 ,
市橋, 由彬 ,
山本, 浩大竹村, 景生
185 , 2016-03-31 , 奈良教育大学次世代教員養成センター
It has been thought that “Pedagogical Content Knowledge (PCK)” is important to improve teaching skills. However, recently, teachers are required to improve students learning skills through ICT. Thus, teachers are also required for enhancement of “Technological Pedagogical and Content Knowledge (TPACK)”. Therefore, it is believed that it is necessary for preservice teacher students to get opportunities to learn TPACK in the period of the teacher training. This study explored the way for analyzing changes of TPACK of preservice teacher students during Practicum by using MindMap. And this study aimed at expressing clearly the terms and environment which would benefit having TPACK in the guidance programs for preservice teacher students. This finding showed that composition elements of TPACK of preservice teacher students in Practicum have been changed as a result of MindMap analysis.