Cultivating Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK) Through Interactive Negotiation and Reflection Community
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Tang Junhong, Mohd Rashid Mohd Saad
Technological pedagogical content knowledge (TPACK) is the heart of good teaching. Teachers’ TPACK is not only a mandate but also a manifesto in the information era. Pre-service teachers’ education is of critical importance to promote teachers’ TPACK. After the analysis of the present pre-service teachers’ TPACK development main paths and the importance of reflection and collaborative learning, the pre-service teachers’ development path of constructing interactive negotiation and reflection community among peers and mentors was put forward and expound in detail. The interactive negotiation and reflection community penetrates through the three stages of lesson plan, lesson presentation and lesson evaluation and modification to cultivate pre-service teachers’ TPACK by means of not only personal but also collaborative reflection and negotiation. Moreover, each member of the community has different roles and tasks in turn in order to cultivating their individual TPACK.
TPACK, Pre-service teachers, Development path, Interactive negotiation and reflection community