Enabling Pre-service Chemistry Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) through Case-Based Lesson Planning

Year 2019, Volume: 32 Issue: 1, 207 - 225, 08.06.2019

Zehra Özdilek , Edward C. Robeck

https://doi.org/10.19171/uefad.533233

Cited By: 2

Abstract

This study aimed to enable technological, pedagogical, and content knowledge (TPACK) development among pre-service teachers based on case-based lesson planning. A total of 21 pre-service chemistry teachers having a bachelor’s degree participated in the study during their pedagogical certificate program in Turkey. Data were collected using analysis of instructional plans and open-ended questions. Results showed that case-based lesson planning provided a successful context for helping pre-service teachers to develop content knowledge (CK), technological knowledge (TK), pedagogical knowledge (PK), and TPACK knowledge as the basis for designing effective technology-integrated chemistry lessons.

Keywords

TPACK, case-based teaching, chemistry instruction, teacher education

Enabling Pre-service Chemistry Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) through Case-Based Lesson Planning

Abstract

This study aimed to enable technological, pedagogical,
and content knowledge (TPACK) development among pre-service teachers based on case-based
lesson planning. A total of 21
pre-service chemistry teachers having a bachelor’s
degree participated in the study during their pedagogical certificate
program in Turkey. Data were collected using analysis of instructional plans and
open-ended questions. Results showed that case-based lesson planning provided a
successful context for helping pre-service teachers to develop content
knowledge (CK), technological knowledge (TK), pedagogical knowledge (PK), and
TPACK knowledge as the basis for designing effective technology-integrated
chemistry lessons.

Keywords

TPACK, case-based teaching, chemistry instruction, teacher education

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