TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

Hyojoon Kim, Jinwoong Song, Sangwoo Ha

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)1552-1566
Number of pages15
JournalJournal of Computer Assisted Learning
Volume40
Issue number4
DOIs
StatePublished - Aug 2024

Keywords

  • 21st century abilities
  • applications in subject areas
  • teacher professional development
  • teaching/learning strategies

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