An Investigation of Pre-Service Science Teachers’ TechnologicalPedagogical Content Knowledge

Year 2017, Volume: 6 Issue: 1, 51 - 57, 15.01.2017

Bilge Can Secil Erokten Asiye Bahtiyar

https://doi.org/10.12973/eu-jer.6.1.51

Abstract

In order to reflect the integration of the teachers’ content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers’ TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of “Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers”; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of preservice teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale

Keywords

TPACK, Science Curriculum, Pre-Service Science Teachers

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