Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

Liangyue Lu, Jing Lei

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


To help preservice teachers learn about teaching with technology—specifically, technological pedagogical content knowledge (TPACK)—the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the preservice teachers' limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.

Original languageEnglish (US)
Pages (from-to)14-22
Number of pages9
JournalJournal of Digital Learning in Teacher Education
Issue number1
StatePublished - Sep 1 2012


  • Live Dual Modeling
  • preservice teachers

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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