Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge

Abstract

In this study, we sought to investigate the effect of a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program on how the pre-service teachers’ TPACK was perceived. To achieve the goal, we used four TPACK activities; Explore-Engage-Reflection-Transformation. The study employed mixed methods with a TPACK questionnaire and open questions. Increased self-efficacy perceptions of TPACK was evaluated using a one-group pre-post-post research design. The sample was 30 pre-service teachers (5 male; 25 female) at a public university in Indonesia. Paired t-test was used to examine the significant difference between pretest and posttest scores and Cohen’s d was calculated to check the strength of the effect size. As a result, the paired t-test showed that the posttest scores were significantly higher than the pretest scores for all TPACK dimensions with large effect sizes. In addition, qualitative data from students’ reflections were analyzed. It found that pre-service teachers understand the role of technology integration in the TPACK framework for creating meaningful learning experiences. Participants reflected on the role as assessment for, and as learning. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. This indicates that the present training program increased the pre-service teachers’ perceptions of TPACK at the end of the training. We suggest that TPACK training programs that facilitate how pre-service teachers integrate technology, content, and pedagogy to create effective technology-enriched learning environments in their subjects should be included in teacher education programs.

The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools

“…The surprising finding of our study was that teachers' ICT training was not related to the use of digital tools, although ICT training could be expected to support the use of digital tools and the development of digital skills as studies applying the TPACK framework suggest (Brinkley-Etzkorn, 2018;Koh, 2020;Pongsakdi et al, 2021;Diamah et al, 2022). It may be that in ICT training the pedagogical content is more superficial and the training is shorter, above all, focusing on familiarization with technology, including student activation tools and technical skills.…”

“…Some recent studies applying the TPACK framework show that different forms of training in digital pedagogy can enhance teachers' skills and confidence in digital teaching (Brinkley-Etzkorn, 2018;Koh, 2020;Pongsakdi et al, 2021;Diamah et al, 2022). However, research examining how teachers' skills in terms of TPACK are related to their training is scarce and mainly carried out among pre-service and in-service teachers and focused on the academic degree (e.g., Luik et al, 2018;Diamah et al, 2022;Ibrohim et al, 2022;Long et al, 2022;Ortega-Sánchez, 2023). In the studies focusing on higher education teachers, it seems that either age (Cubeles and Riu, 2018) or the academic degree (Castéra et al, 2020) are not linked to TPACK dimensions.…”

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review

“…By conducting training, prospective teachers' TPACK abilities will increase. It is based on research [14], which shows a statistically significant increase in pretest and posttest after the training program. Therefore, educational institutions need to integrate technology into training to improve the development of TPACK skills among teachers and prospective teachers [14].…”

Developing technological pedagogical content knowledge skills during teaching practicum

“…Teaching and learning technology can help teachers identify and distribute instructional resources. Diamah et al [24] examined how pre-service teachers evaluated TPACK after a 2-week training session. Explore-engage-reflection-transformation were the TPACK activities.…”