This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers’ technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum simulation games where participants assume the role of a professional, work collaboratively on authentic tasks, and engage in complex professional thinking. The online collaborative chat records of 33 preservice teachers who played the game over the course of 8 weeks were analysed using epistemic network analysis (ENA), which made it possible to examine the dynamic connections between various TPACK domains over time. The analysis showed that participants’ TPACK representations gradually became more complex in terms of the number of pedagogical considerations and the strength of connections between pedagogical considerations, technology, and content. Suggestions are made for designing learning environments that aim to develop preservice teachers’ TPACK.

中文翻译：

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用于开发技术教学内容知识的虚拟实习

这项研究探讨了使用虚拟实习（认知游戏）来发展职前教师的技术教学内容知识（TPACK）。TPACK旨在捕捉将技术集成到教学中所需的教师知识的基本素质。虚拟实习是基于计算机的专业实习模拟游戏，参与者可以扮演专业人员的角色，在真实任务上进行协作，并从事复杂的专业思维。使用认知网络分析（ENA）分析了33名在8周内玩游戏的职前教师的在线协作聊天记录，这使得随着时间的推移，可以检查各个TPACK域之间的动态联系。分析表明，就教学考虑因素的数量以及教学考虑因素，技术和内容之间的联系强度而言，参与者的TPACK表示逐渐变得更加复杂。为设计旨在开发职前教师的TPACK的学习环境提出了建议。