Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course

Aktaş, İdris; Özmen, Haluk

doi:10.1007/s10639-021-10757-z

Cited by 19 publications

(12 citation statements)

References 66 publications

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“…A growing number of researchers suggest that teachers should be equipped with a well-developed technological pedagogical content knowledge (TPACK) so that they become capable of integrating appropriate technological tools in teaching (Cox & Graham, 2009). Literature review on TPACK revealed a wide range of studies conducted in different fields such as classroom training (Bayrak & Bayrak, 2021;Makawawa et al, 2021;Üredi & Ulum, 2020); preschool education (Hartati & Fahrurrozi, 2021); social studies education (Bal & Karademir, 2013;Hammond & Manfra, 2009;Knapp, 2017;Mutiani et al, 2021;Torun, 2020); Language Teaching (Adipat, 2021;Aisyah et al, 2021); Mathematics Teaching (Araujo-Filho & Gitirana, 2022;Dikkartın-Övez & Akyüz, 2013) and Science Teaching (Aktaş & Özmen, 2021;Bahriah & Yunita, 2019;Ramnarain et al, 2021). Although there are many studies on TPACK in different fields, the focus of this study is particularly on social studies teaching.…”

Section: Technological Pedagogical Content Knowledgementioning

confidence: 99%

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

Kayaalp

Gökbulut

Meral

et al. 2022

Kuramsal Eğitimbilim

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This study examines whether digital material preparation training provided to pre-service teachers’ using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers are trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers’ TPACK self-confidence levels. Pre-service teachers’ fear of failure, presumed failure and reluctance for being a part of the process turned into a perception of success and self-efficacy following the training and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will allow to integrate technological, pedagogical and content knowledge for developing TPACK, as a comprehensive answer to 21st century teaching competencies.

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Section: Technological Pedagogical Content Knowledgementioning

confidence: 99%

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

Kayaalp

Gökbulut

Meral

et al. 2022

Kuramsal Eğitimbilim

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“…The proficiency and opinions of the PPTs revealed that science experiments can be performed with simple tools and contribute to students' learning outcomes. For this reason, science experiments with simple tools can be performed in distance education, where active participation of students and classroom management are limited while gaining knowledge (Aktaş & Özmen, 2022). Some students also have limited access to virtual labs, the Internet, or a computer (Bostan-Sarıoğlan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Aktaş

2022

Participatory Educational Research

Self Cite

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It is a challenge to carry out science lessons with experiments both in the conditions that emerged with the COVID-19 pandemic and in schools where there is a shortage of laboratories and materials. This study aims to examine the proficiency and opinions of pre-service primary teachers (PPTs) pertaining to performing hands-on science experiments with simple tools. This case study was carried out with 47 PPTs selected according to the convenient sampling method. Data sources included video recordings of the experiments performed by the PPTs over ten weeks and an open-ended questionnaire. The videos were analyzed with the analytical rubric and presented with descriptive statistics. The open-ended questions were analyzed with content analysis. Results showed that PPTs are sufficient for choosing suitable simple tools for experiments and for applying the experiments gradually, extensively, and correctly, while they need to develop in explaining the concepts and information correctly. In addition, the majority of the PPTs stated that they did not have any difficulties whilst performing the experiments, they could perform science experiments with simple tools, the experiments would reflect positively on the learning outcomes of the students, and they could conduct science lessons with experiments using simple tools and alternative materials, even if there is no laboratory in the school. Future studies should focus on increasing the proficiency of PPTs to give scientific explanations for experiments.

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“…The combination of microteaching with lesson study is known as micro-teaching lesson study (MLS). MLS brings together a group of teachers to collaborate on the design of a lesson created for a specific student-learning objective (Aktaş & Özmen, 2022). It consists of numerous steps, including collaborative lesson preparation, lesson observation by colleagues and other expert advisers, analytic reflection, and continuous revision.…”

Section: Micro-teaching Lesson Studymentioning

confidence: 99%

“…The semi-structured interview schedule was formulated by the researchers after an extensive literature search (Aktaş & Özmen, 2020a(Aktaş & Özmen, , 2022Cetin-Dindar et al, 2018). The interview schedule was then subjected to expert review and validation by three biology education specialists who commented on the clarity, relevance, and sufficiency of the questionnaire items.…”

Section: Semi-structured Interview Schedulementioning

confidence: 99%

Enhancing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge Through a Tpack-Based Technology Integration Course

Bwalya,

Rutegwa,

Tukahabwa

et al. 2023

JBSE

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The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs’ reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs’ overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers’ TPACK. Keywords: pre-service biology teachers, technology integration, micro-teaching lesson study, TPACK

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Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course

Cited by 19 publications

References 66 publications

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Enhancing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge Through a Tpack-Based Technology Integration Course

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