Developing Prospective Chemistry Teachers’ TPACK–A Comparison between Students of Two Different Universities and Expertise Levels Regarding Their TPACK Self-Efficacy, Attitude, and Lesson Planning Competence

Zimmermann, Franziska; Melle, Insa; Huwer, Johannes

doi:10.1021/acs.jchemed.0c01296

Cited by 34 publications

(53 citation statements)

References 46 publications

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“…In this context, it can be said that they benefit teachers and students according to the dimensions of this field and that they are strengthened by adding innovation in the field. Zimmermann, Melle, and Huwer (2021) carried out a study on how chemistry teacher candidates could improve the work they have done and thus investigated how the effective use of educational technology in the teaching of chemistry is intended to provide qualifications. As a result, they love the chemistry teachers and receive training in pedagogy using technology to obtain information about the subject didaktig, also having opportunities to advance at a time when educational technology and internships are in direct connection with studies suggesting that they would know they observed for many years.…”

Section: Discussionmentioning

confidence: 99%

Technologies used in teaching children with special educational needs by future chemistry teacher

Shatayeva

Boranbayeva

Massaliyeva

et al. 2022

WJET

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This study was carried out to investigate the technologies that are used by future chemistry teachers in teaching children with special educational needs. Accordingly, the study was carried out in the 2021–2022 spring semester. A total of 246 teacher candidates participated in the study. The quantitative research model was used in this study. In the study, 4 weeks of chemistry, technology and digital content training were given to the people participating in the study. In order to collect data, the ‘technology and special education’ measurement tool developed by the researchers was used in the study. The data collection tool used in the study was delivered and collected by the online method. The analysis of the data was carried out using the Statistical Package for the Social Sciences programme; frequency analysis was performed using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that information about special education was formed in teacher candidates, while it was concluded that the technologies used for the chemistry course were dominated. Keywords: Chemistry teachers, distance education, technology, special education students;

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Section: Discussionmentioning

confidence: 99%

Technologies used in teaching children with special educational needs by future chemistry teacher

Shatayeva

Boranbayeva

Massaliyeva

et al. 2022

WJET

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“…The teacher selfassessment survey shows that their digital literacy is continuously improving. However, the successful use of educational technology is highly dependent on efficacy and positive selfconfidence [8]. Future citizen media literacy standards have been proposed, and related elements are being integrated into school curricula worldwide [12].…”

Section: Technological Pedagogical Knowledge (Tpk)mentioning

confidence: 99%

“…The teacher self-assessment survey shows that their digital literacy is continuously improving. However, the successful use of educational technology is highly dependent on efficacy and positive self-confidence [8].…”

Section: Introductionmentioning

confidence: 99%

“…The lesson plan sample was selected from several respondents who filled out the TPACK questionnaire. Lesson plan was analyzed descriptively using a rubric developed based on indicators of lesson plan analysis with the TPACK component adapted from [8], [16]. A rubric can be expressed as a set of display criteria (performance) that shows mastery of certain competencies.…”

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confidence: 99%

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Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

Hayati

Kadarohman

Sopandi

et al. 2022

TSSJ

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This descriptive study aims to describe chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence based on teacher perception and lesson plan analysis. Chemistry teachers' perceptions were obtained through the TPACK questionnaire, which was developed based on components in the TPACK framework. Meanwhile, the lesson plan analysis is carried out through a rubric developed based on the TPACK indicator for the lesson plan. The respondent was 86 chemistry teachers who teach in one Indonesian province. Sampling for the analysis of teacher perceptions was carried out through purposive sampling, and the sample lesson plans were selected from several respondents who filled out the TPACK questionnaire. Both data sets were analyzed descriptively. The results of the TPACK perception analysis of chemistry teachers on the components of TK, PK, and PCK show that they have sufficient ability. These results align with the analysis of the lesson plans they made, which are in the good category. In the CK and TPK components, chemistry teachers' perception shows they have sufficient ability. It is not in line with the results of the analysis of lesson plans which are in the poor category. In TCK component, chemistry teachers' perception shows they have less ability. These results are quite in line with the analysis of lesson plans which are in the very poor category. Finally, the results of the analysis on TPACK component show that chemistry teachers are unsure or doubtful about their abilities, while the results of the analysis of lesson plans are in the very poor category.

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“…For this reason, the Technological Pedagogical Content Knowledge (TPACK) model is now recommended to ensure that teachers are qualified to meet the requirements of 21st-century learning (Drajati et al, 2021). TPACK can be taught effectively through training courses (Zimmermann, 2021) that can be blended (Guillén-Guerrero & Molina, 2019). Instruments are also needed to assess TPACK in pre-service teachers (Schmidt et al, 2009).…”

Section: Teacher Trainingmentioning

confidence: 99%

Teacher Training for Educational Change: The View of International Experts

et al. 2021

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Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.

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Developing Prospective Chemistry Teachers’ TPACK–A Comparison between Students of Two Different Universities and Expertise Levels Regarding Their TPACK Self-Efficacy, Attitude, and Lesson Planning Competence

Cited by 34 publications

References 46 publications

Technologies used in teaching children with special educational needs by future chemistry teacher

Technologies used in teaching children with special educational needs by future chemistry teacher

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

Teacher Training for Educational Change: The View of International Experts

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