Elaboration of science teachers’ technology-based lesson practices in terms of contextual factors influencing TPACK

Kulaksız, Taibe; Karaca, Feride

doi:10.1080/02635143.2022.2083598

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…In addition, after the multivariate analysis, it was proved that, in general, the age of teachers does not seem to have any influence on TPACK model, and those results were partially similar to those of other studies (Silva & Morrás, 2019;Yang et al, 2019). However, after observing the univariate results it was proved that there was in fact a relation between this variable and CK dimension, where senior teachers presented a higher confidence regarding the mastery of the content in mathematics and sciences (Backfish et al, 2020), defend the idea that this is because, historically, the disciplines that were rooted in sciences and mathematics had a clearer connection with technology (Kulaksiz & Karaca, 2022). However, younger teachers present a better knowledge on CK-RW dimension.…”

Section: Discussionsupporting

confidence: 88%

TPACK model as a framework for in-service teacher training

et al. 2023

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Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.

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Section: Discussionsupporting

confidence: 88%

TPACK model as a framework for in-service teacher training

et al. 2023

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Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

Kulaksız

2023

Int J Educ Technol High Educ

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This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.

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Elaboration of science teachers’ technology-based lesson practices in terms of contextual factors influencing TPACK

Cited by 2 publications

References 27 publications

TPACK model as a framework for in-service teacher training

TPACK model as a framework for in-service teacher training

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

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