TY - JOUR
T1 - TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials
AU - Kim, Hyojoon
AU - Song, Jinwoong
AU - Ha, Sangwoo
N1 - Publisher Copyright:
© 2024 John Wiley & Sons Ltd.
PY - 2024/8
Y1 - 2024/8
N2 - 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.
AB - 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.
KW - 21st century abilities
KW - applications in subject areas
KW - teacher professional development
KW - teaching/learning strategies
UR - http://www.scopus.com/inward/record.url?scp=85188438660&partnerID=8YFLogxK
U2 - 10.1111/jcal.12965
DO - 10.1111/jcal.12965
M3 - Article
AN - SCOPUS:85188438660
SN - 0266-4909
VL - 40
SP - 1552
EP - 1566
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
IS - 4
ER -