A Multiple Case Study of Preservice Science Teachers' TPACK: Embedded in a Comprehensive Belief System

Autor/inn/en	Günes, Erhan; Bahçivan, Eralp
Titel	A Multiple Case Study of Preservice Science Teachers' TPACK: Embedded in a Comprehensive Belief System
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 15, S.8040-8054 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Case Studies; Preservice Teachers; Foreign Countries; Technology Integration; Science Instruction; Semi Structured Interviews; Content Analysis; Epistemology; Beliefs; Qualitative Research; Research Design; Science Teachers; Teacher Education Programs; Educational Technology; Science Education; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Case study; Fallstudie; Case Study; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Erkenntnistheorie; Belief; Glaube; Qualitative Forschung; Forschungsdesign; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Naturwissenschaftliche Bildung; Likert-Skala; Türkei
Abstract	Integrating technology into science education provides opportunities to foster students' meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers' (PST) beliefs on their TPACK level. Multiple case study method was implemented. Multiple cases of the study were: low, medium and high confidence of TPACK. Purposive sampling was adapted to select cases. Data was collected through individual semi-structured interviews and lesson plans of PSTs. Content analysis was used in order to analyze the data. Holistic and embedded analyses were implemented to grasp each case entirely and comparing specific aspects and relations of the cases. According to findings there was a positive relationship between PST's TPACK confidence and TPACK level. The PSTs' belief systems consistently related to their TPACK levels in terms of several respects. When epistemological beliefs were not taken into consideration, relationships among other variables of the study showed consistency with previous research findings related to relationship between self and conceptions of teaching and learning. Implicational suggestions for future research and science teacher education programs were presented. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01