Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course

Durdu, Levent; Dağ, Funda

doi:10.14221/ajte.2017v42n11.10

Cited by 51 publications

(43 citation statements)

References 23 publications

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“…As regards the findings about the different domains of TPACK, the preservice teachers reported a significant increase in three main technology-related components including TCK, TPK and TPACK at post-survey. The finding is in line with previous numerous research (Durdu & Dag, 2017;Thomas & Edson & Abebe, 2018;Adams & Rojas, 2018;Lu et al, 2011) in which an intervention was implemented throughout a course led to TPACK growth. This is also supported and overlaps with the participants' achievement in lesson plans in which these TPACK components were also found to be good.…”

Section: Research Question 1: What Impact Did the Integration Of A Desupporting

confidence: 90%

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

Tan¹,

Nguyen²,

Lee³

et al. 2020

SELT

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This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.

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Section: Research Question 1: What Impact Did the Integration Of A Desupporting

confidence: 90%

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

Tan¹,

Nguyen²,

Lee³

et al. 2020

SELT

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“…It would not be wrong to talk about technology integration in education for inexperienced teacher candidates (Kovalik, Kuo, & Karpinski, 2013). Therefore, gaining technology integration self-efficacy beliefs together with the transfer of TPCK competencies to a real class environment would overcome the problem by providing intensive microteaching experiences in the teacher education (Akkoc, 2011;Canbazoğlu-Bilici & Yamak, 2014;Cavin, 2008;Durdu & Dag, 2017;Hoffer & Grandgenett, 2012;Lee & Lee, 2014;Parsons & Stephanson, 2005;Sun, Strobel & Newby, 2017).…”

Section: Discussionmentioning

confidence: 99%

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Birişçi

Kul

2019

CONT ED TECHNOLOGY

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This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both "Technopedagogical Education Competency Scale" and "Technology Integration Self-Efficacy Perception Scale" were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.

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“…For this reason, researchers have focused on TPACK development of PSTs. The researchers have aimed to increase TPACK levels in PSTs using various methods, such as preparing and presenting TPACK-based lesson plans (Akyuz 2018;Agyei and Keengwe 2014;Chai and Koh 2017;Chai et al 2010;Dalal et al 2017;Koh et al 2017;Tokmak 2013;Tseng et al 2019), training and preparing lesson plans (Brinkley-Etzkorn 2018;Özgün-Koca et al 2011;Koh and Divaharan 2011;Niess 2005), training and preparing lesson plans, and presenting them using micro-teaching methods (Durdu and Dağ 2017). On the other hand, Jang (2010) and Jang and Chen (2010) suggested that peer coaching will lead to TPACK development in cooperative studies.…”

Section: Literature Review About Tpack Development Strategiesmentioning

confidence: 99%

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

Aktaş

Özmen

2020

Asia Pacific Educ. Rev.

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The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of preservice science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study was carried out with six PSTs selected according to the appropriate sampling method. Semi-structured interviews, lesson plan reports, and video recordings of lesson presentations were used to follow the development of PSTs. At the end of the study, it was found that TPACK-DC contributed to the association of PSTs' Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK), which eliminated deficiencies in these areas of knowledge, as well as in the understanding of TPACK. The TPACK-DC also promoted the use of information and communication technology (ICT) tools by PSTs. It helped to develop the knowledge required to choose suitable teaching methods using technology to teach the related subject matter, teaching said content correctly, applying skills to promote active participation by students, proper classroom management, and applying appropriate guidance while teaching science subjects with ICT tools.

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Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course

Abstract: This study examines pre-service teachers ' Technological Pedagogical Content Knowledge (TPACK)

Cited by 51 publications

References 23 publications

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

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

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