1. TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials.
- Author
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Kim, Hyojoon, Song, Jinwoong, and Ha, Sangwoo
- Subjects
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TEACHER education , *INTERDISCIPLINARY education , *INTELLECT , *DIFFUSION of innovations , *QUALITATIVE research , *DATA analysis , *PHILOSOPHY of education , *TEACHING aids , *TEACHING methods , *TEACHERS , *PHYSICS , *CONCEPTUAL structures , *SYSTEM integration , *TECHNOLOGY , *COMPUTER assisted instruction , *LEARNING strategies - Abstract
Background: TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare. Objectives: This study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases. Methods: We qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study. Results and Conclusions: Based on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education. Lay Description: What is currently known about the subject matter: TPACK framework combines pedagogical, content, and technological knowledge in teachers' professional expertise.Despite TPACK's widespread use, studies showed varied interpretations of the relationships between its elements.TPACK measurement often relies on self‐assessment, lacking a total reflection of technology use in teaching.Few qualitative studies explore TPACK manifestations through pre‐service teachers' practices. What the paper adds to the currently known about: There are three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating.The study found that pre‐service teachers in the virtual experiments creating type exhibit strong subject‐specific TPACK.In physics education, TK is essential and can be divided into the use of ICT and programming.The study correlates TK levels with TPACK expressions, resulting in five patterns based on PCK, TPK, TCK, and TK. The implications of study findings for practitioners: The study presents empirical evidence of TPACK manifestation in pre‐service physics teachers, focusing on TK.High programming TK has a significant impact on subject‐specific TPACK.The study confirms the TK‐TCK connection and highlights PCK's role in TPK.TPACK patterns can guide teacher education, fostering balanced development. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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