The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK)

James E. Jang, Jing Lei

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Original languageEnglish (US)
Title of host publicationEducational Leadership and Administration
Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1103-1119
Number of pages17
Volume3-4
ISBN (Electronic)9781522516255
ISBN (Print)1522516247, 9781522516248
DOIs
StatePublished - Oct 12 2016

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video
teacher
teaching practice
instruction
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knowledge

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Jang, J. E., & Lei, J. (2016). The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK). In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (Vol. 3-4, pp. 1103-1119). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch052

The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK). / Jang, James E.; Lei, Jing.

Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications. Vol. 3-4 IGI Global, 2016. p. 1103-1119.

Research output: Chapter in Book/Report/Conference proceedingChapter

Jang, JE & Lei, J 2016, The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK). in Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications. vol. 3-4, IGI Global, pp. 1103-1119. https://doi.org/10.4018/978-1-5225-1624-8.ch052
Jang JE, Lei J. The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK). In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications. Vol. 3-4. IGI Global. 2016. p. 1103-1119 https://doi.org/10.4018/978-1-5225-1624-8.ch052
Jang, James E. ; Lei, Jing. / The impact of video self-analysis on the development of preservice teachers' technological pedagogical content knowledge (TPACK). Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications. Vol. 3-4 IGI Global, 2016. pp. 1103-1119
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