Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

The purpose of this study was to investigate preservice science teachers' proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). A sample of 103 third- and fourth-year participants from a South African university were surveyed on their T...

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Bibliographic Details
Published in:International journal of information and communication technology education 2021-07, Vol.17 (3), p.123-136
Main Authors: Ramnarain, Umesh, Pieters, Annesca, Wu, Hsin-Kai
Format: Article
Language:English
Subjects:
Analysis
Classrooms
Colleges & universities
Communication
Curricula
Education parks
Educational technology
Foreign Countries
Higher education institutions
Information technology
Knowledge
Knowledge Level
Learning
Open access publishing
Pedagogical Content Knowledge
Pedagogy
Planning
Preservice Teachers
School facilities
Science Education
Science teachers
Sciences education
Skills
Students
Surveys
Teacher Competencies
Teachers
Teaching
Technological Literacy
Technology education
Technology Integration
Undergraduate Students
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Summary:The purpose of this study was to investigate preservice science teachers' proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). A sample of 103 third- and fourth-year participants from a South African university were surveyed on their TPACK-P proficiency levels using a 17-item questionnaire developed by Yeh, Lin, Hsu, Wu, and Hwang. Rasch analysis was employed to analyse the data. The findings of the study showed that the great majority of preservice science teachers have a proficiency level of 3 for their knowledge on TPACK-P. A proficiency level of 3 demonstrates the infusive application, where the teacher makes use of ICTs to guide learners to self-explore and independently construct their science knowledge. These baseline findings could inform higher education institutions in reviewing their teacher development programmes for pre-service science teacher preparedness in harnessing the affordances of ICT in their teaching.
ISSN:1550-1876
1550-1337
DOI:10.4018/IJICTE.20210701.oa8