Abstract
This study investigates the Technological, Pedagogical, and Content Knowledge (TPACK) competencies and levels of elementary teachers during their mathematics instruction. Thirty-seven elementary school teachers participated in observations over the past two years. The research employed a qualitative approach through a collective case study framework. The findings reveal that participants possess varying degrees of TPACK competencies. Furthermore, the study demonstrates a significant connection between the teachers’ TPACK levels and their competencies.
Presenters
Hsing-Wen HuProfessor, Department of Teacher Education, Coastal Carolina University, South Carolina, United States Chen-Yuan Tu
Doctor of Education, Department of Education, National Taitung University, Taiwan
Details
Presentation Type
Theme
KEYWORDS
Elementary School Teachers, TPACK competencies, TPACK levels, Math Teaching
