University of Oulu

Valtonen, T, Sointu, E, Kukkonen, J, et al. Examining pre‐service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. J Comput Assist Learn. 2019; 35: 491– 502.

Examining pre‐service teachers’ technological pedagogical content knowledge as evolving knowledge domains : a longitudinal approach

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Author: Valtonen, Teemu1; Sointu, Erkko1; Kukkonen, Jari1;
Organizations: 1Faculty of Philosophy, University of Eastern Finland, Joensuu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.7 MB)
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Language: English
Published: John Wiley & Sons, 2019
Publish Date: 2019-12-19


The aim of this study is to outline the development and changes in pre‐service teachers’ technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre‐service teachers’ TPACK.

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Series: Journal of computer assisted learning
ISSN: 0266-4909
ISSN-E: 1365-2729
ISSN-L: 0266-4909
Volume: 35
Issue: 4
Pages: 491 - 502
DOI: 10.1111/jcal.12353
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: Academy of Finland: Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta, Grant/Award Number: 273970.
Copyright information: © 2019 The Authors. Journal of Computer Assisted Learning Published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.