#1107: Analyzing Pre-Service Teachers’ TPACK Development Trajectories through SRL-Supportive Artifacts Production Using SSNA

This study examines how the relationships among the knowledge domains of Technological Pedagogical Content Knowledge (TPACK) change over time by comparing those who produce higher- and lower-quality self-regulated learning (SRL)-supportive artifacts using Social Semantic Network Analysis. We analyzed the artifacts and reflection journals of 46 pre-service teachers. The results indicated that artifact quality was primarily associated with the SRL support scores. Although not statistically significant, the improvement group tended to show a higher total degree centrality and stronger connections between technological (TK) and pedagogical knowledge (PK). This paper presents an approach for capturing the temporal development of linking knowledge domains within the TPACK development process.