Investigating the Impact of TPACK Development Course on Pre-Service Science Teachers' Performances

Autor/inn/en	Aktas, Idris; Özmen, Haluk
Titel	Investigating the Impact of TPACK Development Course on Pre-Service Science Teachers' Performances
Quelle	In: Asia Pacific Education Review, 21 (2020) 4, S.667-682 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aktas, Idris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-020-09653-x
Schlagwörter	Preservice Teachers; Science Teachers; Technological Literacy; Pedagogical Content Knowledge; Student Attitudes; Lesson Plans; Teaching Methods; Course Descriptions; Video Technology; Information Technology; Technology Integration; Classroom Techniques; Science Instruction; Student Participation; Teacher Effectiveness; Teacher Education Programs + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Schülerverhalten; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Informationstechnologie; Klassenführung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01