An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers (original) (raw)
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Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.
2021
Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service sci...
2020
The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in-and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.
EURASIA Journal of Mathematics, Science and Technology Education, 2017
The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in-and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.
Predicting Preservice Science Teachers’ TPACK through ICT usage
Education and Information Technologies
Designing effective and efficient learning environments by integrating recent educational technologies into the teaching process has become an important goal of education for nearly two decades. However, earlier studies showed that a higher level of technology knowledge does not guarantee the development of TPACK. At this point, studies guided by the transformative approach defining TPACK as a unique knowledge revealed encouraging results for a better understanding of technologyintegrated instruction. This study aims to investigate to what extent ICT usage categories predict preservice science teachers' TPACK. Totally 326 preservice science teachers with a mean age of 21.62 (SD = 1.41) from seven different universities participated. For that purpose, a correlational study was conducted. The ICT-TPACK-Science Scale and the ICT Usage Questionnaire were used to collect data. Six separate multiple regression analyses were conducted to predict TPACK measures using ICT measures. Results indicated that approximately a third of the variability in total-TPACK scores can be accounted for by three ICT measures. The relative importance of individual predictors is arranged in the following order desktop software, emerging ICTs, and hardware. As for the dimensions of the ICT-TPACK-Science Scale, the overall effect of the ICT predictors decreased in the following order: Designing, implementing, planning, proficiency, and ethics. Emerging ICTs made the highest contribution to the designing and proficiency dimensions; while desktop software made the highest contribution to the implementing, planning, and ethics dimensions. To sum up, this study describes the association between ICT usage and TPACK in the view of the transformative ICT-TPACK-Science framework. The utilization and transformation of ICT tools as a cognitive partner for effective and efficient science teaching in different TPACK dimensions needs further investigation.
Computers & Education, 2011
Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher's integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and postcourse structural equation models were constructed to explain the relationships amongst the different constructs of teachers' TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers' perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.
Research into the field of Information and Communication Technology (ICT) integration in education has indicated that teachers' attitudes towards ICT play crucial role in the use of ICT by them. But there is serious lack of qualitative studies to investigate the ICT related attitudes of the pre-service teachers, particularly science teachers. This qualitative study was conducted to explore the ICT use related attitudes of pre-service science teachers at the University of Adelaide. Specific aims were to identify the factors leading to these attitudes and to investigate the changes in their attitudes after teaching practice. The research was carried out in two phases i.e., pre-and post-teaching practice. Open-ended questionnaires were used to collect data from self-selected participants, followed by in-depth one-to-one semi-structured interviews of purposefully selected participants in the second phase. The findings from data analysis, using comparative and open-coding techniques, indicated that overall attitudes of student-teachers were positive. But issues like lack of ICT facilities at schools and lack of ICT related knowledge and skills among student-teachers were emerged. It is recommended that student-teachers should get appropriate training and opportunity to use ICT in educational contexts. Further large-scale research is needed to give suggestions for new policies.
2018
This dissertation focuses on pre-service teachers and upper secondary school students as users of Information and communication technologies (ICT) in education from the point of view of the Technological Pedagogical Content Knowledge (TPACK) framework. While the surrounding world and changing school environment requires teachers in training to use ICT meaningfully in their teaching, there is a need to discover how pre-service teachers develop their abilities and knowledge about integrating technology into their studies. The TPACK framework is a widely used theoretical perspective for investigating teachers’ professional knowledge about ICT use in educational settings. TPACK is an important area of research, because until now there has not been a straightforward way to develop teachers’ TPACK in practice. Hence, the aim of this dissertation is to provide insights into the starting points of pre-service teachers’ TPACK, its development and factors influencing its development. The empi...
Australasian Journal of Educational Technology
Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article e...