Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

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

“…Finally, Lee and Kim (2014) examined TPACK development in PSTs with a model that included information education, micro-teaching, and school applications by considering the advantages and disadvantages of previous methods. However, none of these methods were concrete enough for PSTs who did not have an adequate understanding of TPACK to improve their development (Lu and Lei 2012;Voogt et al 2013;Yeh et al 2014). This evidence shows that the studies conducted to increase TPACK and its associated application levels in PSTs is not sufficient, as these problems still exist in associating and applying TPACK.…”

“…Later, researchers moved on to determining the perceptions and competencies of PSTs regarding TPACK using existing measurement tools and developing new ones (Akyuz 2018;Hechter 2012;Jen et al 2016;Lee and Tsai 2010;Lin et al 2013;Redmond and Lock 2019;Schmidt et al 2009;Tokmak 2013;Yeh et al 2015Yeh et al , 2017. In recent years, researchers have focused on the development of TPACK in PSTs using various strategies, such as lesson plans, training courses, lesson presentations, peer coaching, and real-class experience (Cheah et al 2019;Dalal et al 2017; Jang 2010; Jang and Chen 2010; Koh and Divaharan 2011; Lee and Kim 2014; Lu and Lei 2012;Özgün-Koca et al 2011;Tseng et al 2019;Valtonen et al 2015). Koh and Divaharan (2011), who aim to identify and improve PSTs' understanding of TPACK have found that they do not have enough TPACK and do not fully understand the link between CK, PK, and TK.…”

“…On the other hand, Jang (2010) and Jang and Chen (2010) suggested that peer coaching will lead to TPACK development in cooperative studies. Cheah et al (2019) and Lu and Lei (2012) also tried to achieve TPACK development in PSTs using TPACK-based lesson presentation in real classrooms. Finally, Lee and Kim (2014) examined TPACK development in PSTs with a model that included information education, micro-teaching, and school applications by considering the advantages and disadvantages of previous methods.…”

“…However, when these methods are examined individually, it is evident that, although PSTs gain knowledge about combining TPACK concepts in technologysupported lesson plans, they cannot compensate for their lack of experience in effectively communicating the ideas included in these plans (Voogt et al 2013). It is also not enough to gain experience in a real classroom environment when PSTs present TPACK-based lessons to their faculty peers (Yeh et al 2014), and to accept and use new technology when they make these real classroom presentations (Lu and Lei 2012).…”

Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

“…The first five classes included four routine instructional components: Reading discussions, model lessons, mini-projects, and reflections. In the first five classes, instructors first demonstrated live examples of effective technology use for teaching, while preservice teachers acted as K-12 students in the demonstration [24]. Then in the project section, preservice teachers used one technology to design an instructional product or an instructional solution to a real-world teaching task.…”