Abstract
This study delves into the effectiveness of situated learning processes within the Technological Pedagogical Content Knowledge (TPACK) framework for STEM pre-service teacher education at the Monash Virtual School (MVS). Utilizing a quantitative ethnographic approach, it investigates how virtual environments can be strategically designed to incorporate situated learning, thereby enhancing the preparation of pre-service teachers for the complexities of STEM education. The research underscores the integration of technology as a catalyst for facilitating authentic learning experiences, enabling pre-service teachers to apply theoretical knowledge in practical, contextually relevant ways. Findings highlight the critical role of technological and pedagogical innovations in supporting the development of TPACK competencies, particularly in fostering an understanding of the dynamic nature of teaching and learning in STEM disciplines. Driven by a single research question - what contextually situated learning processes shape PSTs TPACK development? - this study contributes to the discourse on virtual teacher education by illustrating how situated learning processes, supported by technology, can enrich STEM education by preparing pre-service teachers to navigate and implement effective teaching strategies in diverse educational contexts.
Presenters
Michael PhillipsProfessor of Digital Transformation, School of Curriculum, Teaching and Inclusive Education, Monash University, Victoria, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
TPACK, Contexts, Situated Learning, Pre-Service Teachers, Virtual School
