Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers'...

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Bibliographic Details
Published in:Research in science & technological education 2016-05, Vol.34 (2), p.237-251
Main Authors: Canbazoglu Bilici, Sedef, Guzey, S. Selcen, Yamak, Havva
Format: Article
Language:English
Subjects:
Case Studies
Educational Technology
Foreign Countries
Knowledge Level
Lesson Plans
Methods Courses
Microteaching
Observation
Pedagogical Content Knowledge
Pedagogy
Preservice Teacher Education
Preservice Teachers
Science Curriculum
science methods course
Science teachers
Scientific Literacy
Scientific Methodology
Student teachers
Teacher education
Teaching methods
Technological Literacy
Technological pedagogical content knowledge (TPACK)
Technology Integration
TPACK lesson plan assessment instrument
TPACK observation protocol
Turkey
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Summary:Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.
ISSN:0263-5143
1470-1138
DOI:10.1080/02635143.2016.1144050