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

Abstract

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

Meta-analysis of TPACK-based Discovery Learning Model on Learning Outcomes in Elementary School Students

“…Volume 2 Nomor 2, April 2024, p: 304-313 E-ISSN: 3026-7544 306 how to use it, but also need to know how to integrate the technology into the in effective pedagogical practice as well as the content taught (Bwalya et al, 2023)…”