1. Home
  2. Vol 14, No 2 (2020)
  3. Tyarakanita

RETRACTED_A case study of pre-service teachers’ enabling TPACK knowledge: lesson design projects

Agustina Tyarakanita, Endah Kurtianti, Endang Fauziati

Abstract


Retraction Notice

Leksika, Vol.14, No.2, August 2020

Purwokerto, September 11, 2020

 

 

First Published August 21 , 2020 

 

Article Information

 

Original Article:

http://jurnalnasional.ump.ac.id/index.php/LEKSIKA/article/view/7374

 

Abstract

At the request of the Journal Editor and the Publisher, the following article has been retracted.

Agustina, T, et.al. 2020. A case study of pre-service teachers’ enabling TPACK knowledge: lesson design projects. Leksika Vol.14, No. 2, August 2020. Purwokerto: Faculty of Letters, Universitas Muhammadiyah Purwokerto.

 

The article history in Leksika

 

12 May 2020        Tthe authors submitted the article.

14 August 2020    Leksika sent its last review.

17 August 2020    the authors submitted its final revision.

18 August 2020   Editor notified the authors that the article was accepted.        

21 August 2020    The article was published online.

 

Juni 2020        The article has been published by another journal, ELS Journal on Interdisciplinary Studies in Humanities Vol 3, No. 2, June 2020

20 August 2020    The authors send an email requesting the retraction (cited below)


Keywords


Challenges; pre-service teacher; TPACK

References


[1] Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006

[2] Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379. https://doi.org/10.1002/tea.21075

[3] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[4] Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu) . European Journal of Education, ejed.12345. https://doi.org/10.1111/ejed.12345

[5] Christ, T., Arya, P., & Liu, Y. (2019). Technology Integration in Literacy Lessons: Challenges and Successes. Literacy Research and Instruction, 58(1), 49–66. https://doi.org/10.1080/19388071.2018.1554732

[6] Clark, C. M. (n.d.). Teacher Preparation: Contributions of Research on Teacher Thinking. 8.

[7] Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. 5(1), 80–92.

[8] Flick, U. (Ed.). (2018). The Sage handbook of qualitative data collection. Sage Reference.

[9] Gill, L., & Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy and Education, 26(4), 439–456. https://doi.org/10.1080/1475939X.2017.1287124

[10] Janssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans: Support for technology-infused lessons. Journal of Computer Assisted Learning, 32(5), 456–467. https://doi.org/10.1111/jcal.12146

[11] Janssen, Noortje, Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115–128. https://doi.org/10.1080/1475939X.2019.1569554

[12] Janssen, Noortje, & Lazonder, A. W. (2015). Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer? Journal of Science Education and Technology, 24(6), 910–920. https://doi.org/10.1007/s10956-015-9573-5

[13] Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

[14] Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

[15] Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9

[16] Lai, T., & Lin, H.-F. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445–458. https://doi.org/10.1080/1475939X.2018.1496137

[17] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

[18] Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework: Preservice teachers’ technology use. Journal of Computer Assisted Learning, 28(5), 425–439. https://doi.org/10.1111/j.1365-2729.2011.00447.x

[19] Redmond, P., & Peled, Y. (2019). Exploring TPACK among pre‐service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040–2054. https://doi.org/10.1111/bjet.12707

[20] Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

[21] Shulman, L. S. (n.d.). Those Who Understand: Knowledge Growth in Teaching. 11.

[22] Tsai, P.-S., & Tsai, C.-C. (2019). Preservice teachers’ conceptions of teaching using mobile devices and the quality of technology integration in lesson plans: Conceptions of teaching using mobile devices. British Journal of Educational Technology, 50(2), 614–625. https://doi.org/10.1111/bjet.12613

[23] Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre-service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502. https://doi.org/10.1111/jcal.12353

[24] Yardley, L. (2017). Demonstrating the validity of qualitative research. The Journal of Positive Psychology, 12(3), 295–296. https://doi.org/10.1080/17439760.2016.1262624


Full Text: pdf

Copyright (c) 2020 Leksika: Jurnal Bahasa, Sastra dan Pengajarannya

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2620-4037