TPACK, Journal Summary 12

Pre-service Teachers’ TPACK Development and Conception Through TPACK-Based Course

Levent Durdu, Funda Dag

Kocaeli University, Turkey

Teachers take a major role in the successful integration of technology into learning environments. However, pre-service teachers (PSTs) and also inexperienced in-service teachers (ISTs) who are in the first years of their teaching profession use interaction technologies in their classrooms in a very narrow manner and have limited knowledge about technology integration and utilization (Dawson, 2008; Ertmer, 2005; Ottenbreit-leftwich et al, 2010; Vanderlinde, Van Break & Tondeur, 2010). Therefore, it is a common recommendation that teachers should be trained especially during pre-service education about the integration of technology in teaching and learning. While ISTE (International Society for Technology in Education) was publish standards for teacher competences. One of these standards is facilitate and inspire student learning and creativity, which requires the teachers to “Use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance students’ learning…” (ISTE, 2007, P.I). Ndongfact (2015) in his articlr stated that there is one approach that help the teachers to acquire their skills in adopting technologies effectively into classroom by working through different ways of professional development to blend technology, content, and pedagogy, also known as TPACK.

TPACK is a framework which developed by Mishra and Koehler, there are three primary forms of this framework knowledge, Content (C ), Pedagogy (P), and Technology (T). The intersection of these forms are Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and technological, Pedagogical, and Content Knowledge (TPACK). To find out the result of the study, the author adapted parallel mixed method approach with conducting 71 pre-service teachers taking the course. The instrument was using semi-structured TPACK survey. The qualitative data was gotten from interview and evaluation of the microteaching performance and analysis lesson plans. Based on the data, can be concluded that there were significant differences before and after the course implementation concerning TPACK in general. Qualitative findings support and overlap the statistical inferences.