Developing Pre-Service Teachers' Technological, Pedagogical and Content Knowledge through the Creation of Digital Storybooks for Use in Early Years Classrooms

Autor/in	Oakley, Grace
Titel	Developing Pre-Service Teachers' Technological, Pedagogical and Content Knowledge through the Creation of Digital Storybooks for Use in Early Years Classrooms
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 2, S.163-175 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oakley, Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1729234
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Literacy Education; Teaching Methods; Student Attitudes; Early Childhood Education; Technological Literacy; Masters Programs; Reflection; Graduate Students; Foreign Countries; Teacher Developed Materials; Electronic Publishing; Story Telling; Australia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technisches Wissen; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Elektronisches Publizieren; Australien
Abstract	This article reports on an investigation of pre-service teachers' views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also presents a rationale for the creation of digital storybooks as a resource for teaching early literacy. Data for this mixed-methods study came from an online survey, focus group discussions, and PSTs' reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of PSTs reported that the process of creating digital storybooks and using them during professional practice was useful in helping them develop their technological, pedagogical and content knowledge for teaching literacy in the early years, as well as their knowledge about students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01