Abstract:
This paper describes an intervention in which pre-service teachers
developed their TPACK through multiple data sources. Teachers’ self-reports of their
TPACK knowledge were triangulated with performance-based assessment of their
instructional practices and artifacts to give a better understanding and nature of preservice
teachers’ TPACK development. Although self reported measures did not
correlate with pre-service teachers’ actual increased knowledge of technology
integration, this study enhances better understanding of the pre-service teachers’
TPACK development through the multiple assessment measures. The learning
outcome measures provide specific information and concrete representation of what
pre-service teachers can actually do with technology in their TPACK development.
The findings suggested multiple concerns about self-reported measures that are
discussed in the framework of the TPACK instrument.
