Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

Year 2024, , 149 - 167, 31.05.2024

Merve Kocagül , Gül Ünal Çoban

https://doi.org/10.31681/jetol.1332419

Abstract

The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.

Keywords

Online teaching, Technological pedagogical content knowledge, pre-service teachers

References

• Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
• Arslan, B. Z., Bulut, E., Ozcan, B., Ural, F. & Barutcu Yildirim, F. (2023). Academic engagement experiences of pre-service teachers during the Covid-19 online education process. Journal of Educational Technology & Online Learning, 6(2), 315-328. http://doi.org/10.31681/jetol.1261006
• Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A. & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1), 357-370. https://doi.org/10.1111/bjet.12565
• Basaran, B. (2020). Examining preservice teachers’ TPACK-21 efficacies with clustering analysis in terms of certain variables. Malaysian Online Journal of Educational Technology, 8(3), 84-99.
• Benson, A. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly Review of Distance Education, 3(4), 443−452.
• Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59–78.
• Bilgin, İ., Tatar, E. & Ay, Y. (2012, June 27-30). Sınıf öğretmeni adaylarının teknolojiye karşı tutumlarının teknolojik pedagojik alan bilgisi (TPAB)’ne katkısının incelenmesi [Investigation of the contribution of primary school pre-service teachers’ attitudes towards technology to technological pedagogical content knowledge (TPACK)] [Paper presentation]. X. National Science and Mathematics Congress, Niğde, Turkey.
• Birisci, S. & Kul, U. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
• Bonafini, F. C., & Lee, Y. (2021). Portraying mathematics pre-service teachers’ experience of creating video lessons with portable interactive whiteboards through the TPACK. The New Educator, 17(4), 327-352. https://doi.org/10.1080/1547688X.2021.1980167
• Boyacı, A. (2010). Pre-service teachers’ views on web-based classroom management. Turkish Online Journal of Distance Education (TOJDE), 11(2), 208-234.
• Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
• Chien, S. P., Wu, H. K. & Hsu, Y. S. (2014). An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior, 31, 198-210. http://dx.doi.org/10.1016/j.chb.2013.10.037
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
• Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1−19.
• Council of Higher Education (CoHE) (2023, July 20). Faculty staff survey report regarding the efficiency of online education in the pandemic process. https://covid19.yok.gov.tr/Documents/anketler/ogretim-elemani-anket-sonuclari.pdf
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Ed.). Sage Publications.
• Curtain, R. (2002). Online delivery in the vocational education and training sector. https://www.ncver.edu.au/__data/assets/file/0027/9648/online-delivery-in-vet-sector-782.pdf
• Demir, O. & Yurdugul, H. (2015). The exploration of models regarding e-learning readiness: Reference model suggestions. International Journal of Progressive Education, 11(1), 173-194.
• Demirkan, O. (2019). Pre-service teachers' views about digital teaching materials. Educational Policy Analysis and Strategic Research, 14(1), 40-60. https://doi.org/10.29329/epasr.2019.186.3
• Dickson, A. H. & Ampofo, R. E. (2020). Challenges of implementing integrated social studies curriculum in basic schools: A study of Cape Coast metropolis. International Journal of Innovative Research & Development, 9(11), 67-73. https://doi.org/10.24940/ijird/2020/v9/i11/NOV20032
• Duncan, H. E., & Young, S. (2009). Online pedagogy and practice: Challenges and strategies. The Researcher, 22(1), 17-­32.
• Ertmer, P. A., Conklin, D., Lewandowski, J., Osika, E., Selo, M., & Wignall, E. (2003). Increasing preservice teachers’ capacity for technology integration through use of electronic models. Teacher Education Quarterly, 30(1), 95–112.
• Guerra, P. P. & An, S. (2016). Possibilities and challenges of teaching integrated math and social studies for social justice: Two teacher educators' collaborative self-study. Georgia Educational Researcher, 13(2), 1-32. https://doi.org/10.20429/ger.2016.130201
• Hamad, W. B. (2022). Understanding the foremost challenges in the transition to online teaching and learning during Covid-19 pandemic: A systematic literature review. Journal of Educational Technology & Online Learning, 5(2), 393-410. http://doi.org/10.31681/jetol.1055695
• Horzum, M. B. & Canan Gungoren, O. (2012). A model for beliefs, tool acceptance levels and web pedagogical content knowledge of science and technology preservice teachers towards web based instruction. Turkish Online Journal of Distance Education (TOJDE), 13(3), 50-69.
• Hosseini, Z., & Tee, M. Y. (2012). Conditions influencing development of teachers’ knowledge for techology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications (IMACST), 3(1), 91-101.
• Husna, S. H., Shahrinaz, I., Siti, H. S. A., Ummul, F. A. R. (2022). Conceptual framework of factors affecting online teaching. International Journal of Innovative Research and Scientific Studies, 5(4), 354-362. https://doi.org/10.53894/ijirss.v5i4.874
• Johnson, J. R. (1989). Technology: Report of the Project 2061 phase I technology panel. AAAS Books.
• Kapici, H. O. & Akcay, H. (2023) Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform, Educational Studies, 49(1), 76-98. https://doi.org/10.1080/03055698.2020.1835610
• Karagoz, Y. (2017). SPSS ve AMOS uygulamalı nitel, nicel, karma bilimsel araştırma yöntemleri ve yayın etiği [Qualitative, quantitative, mixed scientific research methods with SPSS and AMOS practices and publication ethics]. Nobel Yayınevi.
• Karakaya, O. (2017). Investigating preservice teachers’ TPACK integration into lesson planning [Master’s thesis, Iowa State University]. Iowa State University Digital Repository.
• Kartal, T. & Dilek, I. (2021). Preservice science teachers’ TPACK development in a technology-enhanced science teaching method course. Journal of Education in Science Environment and Health, 7(4), 339-353. https://doi.org/10.21891/jeseh.994458
• Khong, H., Celik, I., Le, T .T. T., Lai, V. T. T., Nguyen, A. & Bul, H. (2023). Examining teachers’ behavioural intention for online teaching after Covid-19 pandemic: A large-scale survey. Education and Information Technologies, 28, 5999-6026. https://doi.org/10.1007/s10639-022-11417-6
• Kopcha, T. J., Ottenbreit-Leftwich, A., Jung, J. & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96.
• Landis, J, R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
• Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21. https://doi.org/10.1007/s11251-008-9075-4
• Lee, M.H., Tsai, C.C. & Chang, C.Y. (2008, March). Exploring teachers’ self-efficacy toward the web pedagogical content knowledge in Taiwan [Paper presentation]. Annual Meeting of the American Educational Research Association, New York.
• Mangundu, J. (2023). STEM preservice teachers’ e-readiness for online multimodal teaching methods usage in Pietermaritzburg, South Africa: Analysis through the adapted TPACK FRANEWORK. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/18117295.2023.2232667
• Mailizar, M., Hidayat, M., & Al-Manthari, A. (2021). Examining the impact of mathematics teachers’ TPACK on their acceptance of online professional development. Journal of Digital Learning in Teacher Education, 37(3), 196-212. https://doi.org/10.1080/21532974.2021.1934613
• Martin, F., Budhrani, K. & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning, 23(3), 97–119. https://doi.org/10.24059/olj.v23i3.1555
• McVey, M. (2016). Preservice teachers' perception of assessment strategies in online teaching. Journal of Digital Learning in Teacher Education, 32(4), 119-127, https://doi.org/10.1080/21532974.2016.1205460
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Sage Publications.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• National Research Council. (1996). National science education standards. The National Academies Press.
• Ozdamli, F. & Karagozlu, D. (2022). Online education during the pandemic: A systematic literature review. International Journal of Emerging Technologies in Learning, 17(16), 167-193.
• Paetsch, J. & Drechsel, B. (2021). Factors influencing pre-service teachers’ intention to use digital learning materials: A study conducted during the Covid-19 pandemic in Germany. Frontiers in Psychology, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.733830
• Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28, 425-439. https://doi.org/10.1111/j.1365-2729.2011.00447.x
• Pozas, M. & Letzel, V. (2023). Do you think you have what is takes? Exploring predictors of pre-service teachers’ prospective ICT use. Technology, Knowledge and Learning, 28, 823-841. https://doi.org/10.1007/s10758-021-09551-0
• Rafiq, K. R. M., Yunus, M. M. & Susiati. (2022). Re-envisioning technological pedagogical content knowledge and online teaching readiness of English for foreign language pre-service teachers in language teacher education. Frontiers in Psychology, 13, 1-6. https://doi.org/10.3389/fpsyg.2022.927835
• Reisoglu, I. & Cebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 1-16. https://doi.org/10.1016/j.compedu.2020.103940
• Schmid, M., Brianza, E. & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 1-12. https://doi.org/10.1016/j.chb.2020.106586
• Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14
• So, H., & Kim, B. (2009). Learning about problem-based learning: Student teachers integrating technology, pedagogy and content knowledge. Australian Journal of Educational Technology, 25(1), 101-116.
• Stinken-Rösner, L., Hofer, E., Rodenhauser, A. & Abels, S. (2023). Technology implementation in pre-service science teacher education based on the transformative view of TPACK: Effects on pre-service teachers’ TPACK, behavioral orientations and actions in practice. Education Sciences, 13(7), 1-26. https://doi.org/10.3390/educsci13070732
• Tanik Onal, N. & Onal, N. (2023). Online learming and teaching experiences of preservice science teachers during Covid-19 pandemic. Journal of Educational Technology and Online Learning, 6(2), 295-314. https://doi.org/10.31681/jetol.1078486
• Tomte, C., Enochsson, A. B., Buskqvist, U., & Karstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. http://dx.doi.org/10.1016/j.compedu.2015.01.005
• Tondeur, J. Van Braak, J., Sang, G., Voogt, J., Fisser, P. & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: In search of a new curriculum. Educational Studies, 39(2), 239-243.
• Valtonen, T., Leppanen, U., Hyypia, M., Sointu, E., Smits, A. & Tondeur, J. (2020). Fresh perspectives on TPACK: Pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25, 2823-2842. https://doi.org/10.1007/s10639-019-10092-4
• Wang, W., Schmidt-Crawford, D. & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature, Journal of Digital Learning in Teacher Education, 34(4), 234-258, https://doi.org/10.1080/21532974.2018.1498039
• Watson, J. H. & Rockinson Szapkiw, A. (2021). Predicting preservice teachers’ intention to use technology-enabled learning. Computers & Education, 168, 1-10. https://doi.org/10.1016/j.compedu.2021.104207