Investigating the impact of TPACK development course on pre-service science teachers’ performances

Aktaş, İdris; Özmen, Haluk

doi:10.1007/s12564-020-09653-x

Cited by 37 publications

(46 citation statements)

References 46 publications

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“…These research findings were in line with prior longitudinal studies documenting that technology-infused courses fostered teacher candidates' TPACK development and ICT skills(Buss et al, 2018;Aktaş & Özmen, 2020). However, in choosing apps, T2 and T4 asserted that they must adjust to the school's policy, conditions, and students' virtual learning environments.…”

supporting

confidence: 82%

TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

Lisa¹,

Faridi²,

Bharati³

et al. 2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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In recent years, student teachers have been influenced by the new educational paradigm and the rapid technological developments. This has been seen especially in technological innovations and digitalization to facilitate learning. However, student teachers need to be digitally competent in using savvy techs to achieve the expected learning goals. Acquiring this essential skill requires teacher education programs, stakeholders, and education boards to provide free practical training, mini-workshops, and courses. This prepares students to face the rapidly-growing digital world and, more importantly to understand the post-pandemic pedagogy. Therefore, this mixed-method study examines the impact of the TPACK-in practice model on EFL student teachers' professional knowledge. Additionally, it explores the impact of professional knowledge on student teachers' experiences in using EdTech tools in online teaching. The learning model was designed to facilitate 48 final-year undergraduate students. It involved conceptual and practical knowledge guidelines in using various learning platforms and tools in virtual lessons. Quantitative and qualitative data were collected from closed-ended statements in the questionnaire, classroom observations, interviews, lesson plan reports, and reflective teaching journals. Overall results showed high student scores in each of seven professional knowledge components, implying a successful course implementation. Furthermore, five participants shared their valuable insights on how they applied technological knowledge theoretically in a real classroom environment. These research findings are useful for future researchers, policy-makers, and teacher educators in designing effective programs that best nurture pre-service English teachers' and instill professional knowledge.

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supporting

confidence: 82%

TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

Lisa¹,

Faridi²,

Bharati³

et al. 2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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“…Despite the lack of a commonly acknowledged theoretical definition (Aktaş & Özmen, 2020), TPACK, which refers to the effective use of technology by teachers for the clear purposes of teaching and learning (Huang & Lajoie, 2021), denotes the purposeful integration of content knowledge with that of technology, as well as with teaching and learning (Niess, 2005;Timur & Taşar, 2011). For the purpose of this integration, the teacher uses current technologies to support students' learning by taking into account the needs of the student and the conditions of the classroom when planning, organizing, criticizing, and summarizing a topic (Niess, 2008).…”

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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“…Carrying out effective learning planning is part of the quality of the teacher's pedagogic competence (Abadi & Ekawati, 2018;Hallam et al, 2021;Ortiz & Davis, 2020;Rosen et al, 2020;Rusznyak & Walton, 2011;Tresnawati & Utari, 2019). Even the lesson plan is one of the main supports for Technology Pedagogy and Content Knowledge (TPACK) (Aktaş & Özmen, 2020;Akyuz, 2018 Another result that became the findings on this topic was the content of the lesson plans prepared by the teacher. The results of the document analysis show that the lesson plans in online learning developed by teachers always contain three main elements, namely: learning objectives, learning activities and learning assessments.…”

Section: Table 2 Preparation Of Lesson Plans In Online Learningmentioning

confidence: 99%

How elementary school teachers organized online learning during the Covid-19 Pandemic?

Herwin

Hastomo

Saptono

et al. 2021

WJET

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This study aims to analyze the organization of online learning from teachers during the Covid-19 pandemic. This research is a qualitative research with a phenomenological approach. The research subjects were elementary school teachers. Data were collected through interviews and documentation. Data analysis is done through data condensation, data presentation and verification. The results show that online learning is based on a simplified curriculum with the selection of essential competencies that are considered very important to be conveyed to students. The lesson plans are arranged in a simpler way with sections that always appear, namely learning objectives, learning activities and assessments. Synchronous learning relies more on Zoom. Asynchronous learning variations are carried out with Google Classroom to form independent and student-centered learning. Strengthening student understanding is done by providing feedback through the WhatsApp application because it is considered more flexible, responds quickly, is simple and easy to run on students' smartphones. Keywords: Covid-19 Pandemic, elementary school, online learning

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Investigating the impact of TPACK development course on pre-service science teachers’ performances

Cited by 37 publications

References 46 publications

TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

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

How elementary school teachers organized online learning during the Covid-19 Pandemic?

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