The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge

Gülsüm Bayer; Diler Öner

doi:10.52597/buje.978272

TR EN

Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgilerini Geliştirmede Sanal Stajın Rolü

Abstract

Sanal stajyerlik uygulamaları, karmaşık profesyonel düşünceyi teşvik etmek için otantik bağlamlar sağlayan öğretmen eğitiminde yeni bir araştırma alanıdır. Ayrıca, öğretmenlerin teknolojik pedagojik alan bilgilerini (TPAB) geliştirmek için en etkili yöntem olduğuna inanılan tasarım yoluyla öğrenme yaklaşımının temel unsurlarını içerirler. 2018 yılında gerçekleştirilen bu çalışma, nitel verilerle desteklenen yarı deneysel bir araştırma desenini kullanarak öğretmen adaylarının TPAB'sini geliştirmek için sanal bir stajyerlik uygulamasının etkinliğini incelemiştir. Çalışmaya çeşitli bölümlerden yetmiş dört öğretmen adayı katılmıştır. Veriler, Öğretmen Adayları için Öğretim ve Teknoloji Bilgisi Anketi'nden uyarlanan bir öz bildirim anketi ve katılımcılar tarafından yazılan yansımalar kullanılarak toplanmıştır. Sonuçlar, deney ve kontrol grubu katılımcılarının TPAB anket puanlarında istatistiksel olarak anlamlı bir fark olmadığını göstermiştir. Ancak deney grubu, alan bilgisi dışındaki tüm TPAB alt alanlarında puanlarını önemli ölçüde artırmıştır. Katılımcıların yansımalarına dayalı nitel analiz, nicel analizden elde edilen bulguları destekleyerek, hizmet öncesi öğretmen eğitiminde sanal stajyerlik uygulamalarının etkililiğine dair doğrulayıcı kanıtlar sağlamıştır.

Keywords

Teknolojik Pedagojik Alan Bilgisi (TPAB), teknoloji entegrasyonu, sanal stajyerlik, epistemik oyunlar, öğretmen adayları

The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge

Abstract

Virtual internships are new areas of research in teacher education. They provide authentic contexts to foster complex professional thinking. Furthermore, they embody the essential elements of learning-technology-by-design approach, which is believed to be the most effective method to develop teachers’ technological pedagogical content knowledge (TPACK). This study, conducted in 2018, examined the effectiveness of a virtual internship to develop preservice teachers’ TPACK employing a quasi-experimental research design aided by qualitative data. The participants were seventy-four preservice teachers from a variety of majors. Data were collected using a self-report survey adapted from the Survey of Preservice Teachers' Knowledge of Teaching and Technology and the reflections written by the participants. The results indicated no statistically significant differences in the TPACK survey scores between the experimental and the control group participants. However, the experimental group significantly increased their TPACK scores in all TPACK sub-domains, except the content knowledge. The qualitative analysis based on participants’ reflections supported the findings from the quantitative analysis by providing confirming evidence for the effectiveness of virtual internships in preservice teacher education.

Keywords

Technological pedagogical content knowledge (TPACK), technology integration, virtual internships, epistemic games, preservice teachers

References

Albion, P. R. (2012). Designing for explicit TPACK development: Evolution of a preservice design and technology course. In P. Resta & R. Rose (Eds.), Proceedings of the 23rd Society for Information Technology & Teacher Education International Conference (SITE 2012) (pp. 2680-2685). Association for the Advancement of Computing in Education (AACE).
Arastoopour, G., Chesler, N. C., & Shaffer, D. W. (2014). Epistemic persistence: A simulation-based approach to increasing participation of women in engineering. Journal of Women and Minorities in Science and Engineering, 20(3), 211-234.
Bagley, E. & Shaffer, D. W. (2009). When people get in the way: Promoting civic thinking through epistemic gameplay. International Journal of Gaming and Computer-Mediated Simulations, 1(1), 36-52.
Bagley, E. & Shaffer, D.W. (2011). Promoting civic thinking through epistemic gameplay. In R. Ferdig (Ed.), Discoveries in gaming and computer-mediated simulations: New interdisciplinary applications (pp. 111-127). IGI Global.
Beckett, K. & Shaffer, D. W. (2005). Augmented by reality: The pedagogical praxis of urban planning as a pathway to ecological thinking. Journal of Educational Computing Research, 33(1), 31-52.
Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
Chang, Y., Jang, S. J., & Chen, Y. H. (2015). Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts. British Journal of Educational Technology, 46(6), 1236-1249.
Chesler, N., Arastoopour, G., D’Angelo, C.M., Bagley, E., & Shaffer, D.W. (2013). Design of a professional practice simulator for educating and motivating first-year engineering students. Advances in Engineering Education, 3(3), 1-29.
Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program. Australasian Journal of Educational Technology, 37(1), 43-56. https://doi.org/10.14742/ajet.5964
Glaser, B., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.

Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Hatfield, D. (2011). The right kind of telling: An analysis of feedback and learning in a journalism epistemic game [Unpublished doctoral dissertation]. University of Wisconsin-Madison.
Hatfield, D. & Shaffer, D.W. (2006, June). Press play: Designing an epistemic game engine for journalism [Paper presentation]. International Conference of the Learning Sciences, Bloomington, IN.
Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2), 161-200.
Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
Koh, J. H., & Divaharan, H. (2011). Developing preservice teachers' technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
Merriam, S.B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. Merriam-Bass.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.
Nash, P. & Shaffer, D.W. (2012, April). Epistemic youth development: Educational games as youth development activities [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Vancouver, BC.
Nash, P., Bagley, E.A., & Shaffer, D.W. (2012, April). Playing for public interest: Epistemic games as civic engagement activities [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Vancouver, BC.
Niess, M. L., van Zee, E. H., & Gillow-Wiles, H. (2010). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers' TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), ep297, https://doi.org/10.30935/cedtech/9686.
Nulty, A., & Shaffer, D. W. (2008, June). Digital Zoo: The effects of mentoring on young engineers [Paper presentation] International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Oner, D. (2020). A virtual internship for developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 36(2), 27-42. https://doi.org/10.14742/ajet.5192
Polly, D. (2011). Developing teachers' technological, pedagogical, and content knowledge (TPACK) through mathematics professional development. International Journal for Technology in Mathematics Education, 18(2), 83-95.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Shaffer, D.W. (1997). Learning mathematics through design: The anatomy of Escher’s World. Journal of Mathematical Behavior, 16(2), 95-112.
Shaffer, D. W. (2004, June). Epistemic frames and islands of expertise: Learning from infusion experiences [Paper presentation]. International Conference of the Learning Sciences. Santa Monica, CA.
Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & Education, 46(3), 223-234.
Shaffer, D. W. (2007). How computer games help children learn. Palgrave Macmillan.
Shaffer, D. W. (2012). Models of situated action: Computer games and the problem of transfer. In C. Steinkuehler, K. D. Squire, & S. A. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 403–431). Cambridge University Press.
Shaffer, D. W. (2017). Quantitative ethnography. Cathcart Press.
Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3), 9–45.
Shaffer, D.W., Hatfield, D., Svarovsky, G., Nash, P., Nulty, A., Bagley, E., Frank, K., Rupp, A., & Mislevy, R. (2009). Epistemic Network Analysis: A prototype for 21st-century assessment of learning. International Journal of Learning and Media, 1(2), 33-53.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Svarovsky, G. N., & Shaffer, D. W. (2006). Berta's Tower: Developing conceptual physics understanding one exploration at a time. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.) Proceedings of the 7th international conference on learning sciences (pp. 751-757). International Society of the Learning Sciences.
Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics. Harper Collins.
Tanak, A. (2020). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 41(1), 53-59.
Tyarakanita, A., Kurtianti, E., & Fauziyati, E. (2020). A case study of pre-service teachers’ enabling TPACK knowledge: Lesson design projects. ELS Journal on Interdisciplinary Studies in Humanities, 3(2), 158-169.
Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 33–51). Routledge.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Gülsüm Bayer
0000-0003-4997-7755
Türkiye

Diler Öner ^*
0000-0002-4817-3846
Türkiye

Publication Date

September 12, 2022

Submission Date

August 3, 2021

Acceptance Date

September 16, 2021

Published in Issue

Year 2022 Volume: 39-1 Number: 1

DOI

https://doi.org/10.52597/buje.978272

IZ

https://izlik.org/JA53AG66HA

APA

Bayer, G., & Öner, D. (2022). The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. Bogazici University Journal of Education, 39-1(1), 81-104. https://doi.org/10.52597/buje.978272

AMA

1.Bayer G, Öner D. The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. BUJE. 2022;39-1(1):81-104. doi:10.52597/buje.978272

Chicago

Bayer, Gülsüm, and Diler Öner. 2022. “The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge”. Bogazici University Journal of Education 39-1 (1): 81-104. https://doi.org/10.52597/buje.978272.

EndNote

Bayer G, Öner D (September 1, 2022) The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. Bogazici University Journal of Education 39-1 1 81–104.

IEEE

[1]G. Bayer and D. Öner, “The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge”, BUJE, vol. 39-1, no. 1, pp. 81–104, Sept. 2022, doi: 10.52597/buje.978272.

ISNAD

Bayer, Gülsüm - Öner, Diler. “The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge”. Bogazici University Journal of Education 39-1/1 (September 1, 2022): 81-104. https://doi.org/10.52597/buje.978272.

JAMA

1.Bayer G, Öner D. The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. BUJE. 2022;39-1:81–104.

MLA

Bayer, Gülsüm, and Diler Öner. “The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge”. Bogazici University Journal of Education, vol. 39-1, no. 1, Sept. 2022, pp. 81-104, doi:10.52597/buje.978272.

Vancouver

1.Gülsüm Bayer, Diler Öner. The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. BUJE. 2022 Sep. 1;39-1(1):81-104. doi:10.52597/buje.978272

Cited By

A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach

Education and Information Technologies

https://doi.org/10.1007/s10639-024-12657-4

Internship Program for Preservice Teachers of Economics and Business: An Exploratory Study

Pertanika Proceeding

https://doi.org/10.47836/pp.1.2.013

Simulation-based learning approach in teaching practicum to support pre-service teachers’ teaching skills

Education and Information Technologies

https://doi.org/10.1007/s10639-026-13951-z

Unless otherwise stated, all content on this site is licensed under a Creative Commons Attribution 4.0 International Licence (CC BY 4.0).