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The Development of Pre-Service Teachers' Knowledge: A Contemplative Approach
Computers in Human Behavior
Format: Journal Article
Publication Date: Nov 30, 2015
Pages: 155 - 164
Sources ID: 81791
Notes: DOI 10.1016/j.chb.2016.02.054; ISSN 0747-5632
Visibility: Public (group default)
Abstract: (Show)
This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT literacy course during the fall 2014 semester. Pre- and post-course surveys indicated that the teachers had significant growth in TPACK and other types of teacher knowledge and in the depth of their reflective practice. Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength. Several implications were noted for the future direction of teacher education programs and research.; * This study investigates the effects of meditation on pre-service teachers. * Survey results indicated that the teachers had significant TPACK and other growth. * Meditation helped the pre-service teachers prepare themselves for learning. * Meditation enhanced knowledge development by deepening the reflection process.