A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

Abstract

This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether preservice teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

“…Another PST commented: "This course teaches that knowledge is evolving and so my current knowledge of what is possible in terms of teaching with ICT depends on what is available" (PST AL). Kaufman (2015) and Tondeur, Scherer, Siddiq, and Baran (2017) found that teacher educators should act as positive role models and motivators for technology enhanced learning, providing examples is not sufficient to make sustainable change within the profession.…”

“…PST B reported: "PK is very much a personal development in the classroom". However, Tondeur et al (2017) again commented that examples provided "in a specific educational context ... and discussing and reflecting on the successful uses of technology" (p. 48) are more likely to achieve better preparation for PSTs.…”

“…Such observations by PSTs have raised a level of conscientiousness in terms of not only the use of the technology but other socioeconomic factors related to access and use of technology in teaching and learning. Effective preparation of PSTs for technology use requires role models, reflection, instructional design, collaboration, authentic experiences, and feedback (Tondeur et al, 2017). It is apparent that not all PSTs have had access to all of these elements either during their course experiences or while on professional experience.…”

“…This provides more concrete examples for PSTs in their courses. Tondeur et al (2017) also suggested that teacher educators should act as role models and assist PSTs to interpret the TPACK examples they see. Care needs to be given to how TPACK can be purposefully integrated.…”

TPACK Self-Efficacy Perceptions of Science Teachers: A Structural Equation Modeling Study

“…Bu nedenle fen öğretmenlerinin bu iki alandaki bilgisinin geliştirilmesi ve bu iki alanın entegre edilmesinin öğretmenlik mesleği için öneminin farkına varılmalıdır (LeBlanc, Cavlazoglu, Scogin ve Stuessy, 2017). Literatürde yapılan bazı araştırmalarda da öğretmenlerin öğreteceği alana dair kuramsal bilgi eksikliğinin öğretilen konuya dair öğrencilerde kavram yanılgılarının oluşmasına, konunun farklı şekillerde temsil edilmemesine ve uygun metaforların seçilmemesine neden olduğu belirtilmektedir (Tondeur, Scherer, Siddiq ve Baran, 2017). Canbazoğlu ve diğerleri (2010) yaptıkları araştırmada öğretmenlerin öğreteceği alana dair kavramsal bilgi eksikliğinin öğrencilere kavramları öğretirken farklı öğretme yollarını seçmelerine engel olduğunu belirtilmişlerdir.…”