THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Tugba Tafli, Tahir Atici

Abstract


In recent years, the concept of Technological Pedagogical Content Knowledge has emerged as a result of changes taking place in the process of teaching by the introduction of technological tools and equipment. The idea of this was described by Mishra and Koehler and builds on the core of Shulman’s Pedagogical Content Knowledge through the inclusion of technology. The framework negotiates the relationships between technology, pedagogy and content. Accordingly, the purpose of this study is to describe the opinions of pre-service biology teachers’ about the context of teachers’ skills in technological pedagogical content knowledge. It is very important that teachers understand how content, pedagogy and technology interrelate with each other and create a new form of knowledge in our 21st century. Qualitative research method was applied in this study. The data were collected via semi-structured interview form from 60 pre-service teachers and analyzed by utilizing the NVivo 9.0 package program employing the content analysis. As a result of this analysis the data were organized by these groups: Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. 

 

Article visualizations:

Hit counter


Keywords


pre-service teachers, opinions, technological pedagogical content knowledge

References


Angeli,C. , Valanides, N. (2009). Epistemological and Methodological Issues for The Conceptualization, Development and Assessment of ICT-TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK). Computers & Education, 52 (1), 154-168.

Archambault LM, Barnett JH (2010) Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computer Education 55(4):1656–1662

Bailey, K.D. (1978). Methods for social Research. Basingstoke: Collier Macmillan

Banas, J. R. (2010). Teachers' attitudes toward technology: Considerations for designing preservice and practicing teacher instruction. Community & Junior College Libraries, 16(2), 114-127.

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.

Cochran, K.F. (1997). Pedagogical content knowledge: Teachers' integration of subject matter, pedagogy, students, and learning environments. National Association of Research in Science Teaching: Research Matters- to the Science Teacher. From https://www.narst.org/publications/research/pck.cfm (Retrieved June 28, 2014)

Cohen L., Manion L., Morrison K. (2007). Research Methods in Education (6th ed.). New York, NY: Routledge.

Cox, S., Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.

Çakır R., Yıldırım, S. (2009). Bilgisayar öğretmenleri okullardaki teknoloji entegrasyonu hakkında ne düşünürler? Ilkogretim Online, 8(3), 952-964

Draper R. J., Smith L. K., Sabey B. L. (2004). Supporting change in teacher education: using technology as a tool to enhance problem-based learning. In N. Wentworth, R. Earle, M. L. Connell (Ed.). Integrating Information Technology into the Teacher Education Curriculum: Process and Products of Change, New York: Haworth Press, p. 25-42.

Graham C., Culatta R., Pratt M., West, R. (2004). Redesigning the teacher education technology course to emphasize integration. Computers in the Schools, 21(1-2), 127-148.

Greenhow, C., Dexter, S., Hughes, J. E. (2008). Teacher knowledge about technology integration: An examination of inservice and pre-service teachers' instructional decision-making. Science Education International, 19(1), 9-25. Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430.

Govender D., Govender I. (2009). The relationship between information and communication technology (ICT) integration and teachers’ self-efficacy beliefs about ICT. Education as Change, 13(1), 153-165.

Hammond, T. C., & Manfra, M. (2009b). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(2), 160-185.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technology pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Holsti O.R. (1968). Content analysis. In G.Lindzey & Aaronson (Eds). The handbook of social psychology. Reading, MA: Addison-Wesley.

Judson, E. (2006). How teachers integrate technology and their beliefs about learning. Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.

Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Kersaint G. (2007). Toward technology integration in mathematics education: a technology integration courses planning assignment. Contemporary Issues in Technology and Teacher Education, 7(4), 256-278.

Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge. p.3-30.

Koehler, M.J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T.S., & Wolf, L.G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Sciences, 6(2), 146–163.

Koehler M.J., Mishra P., Akcaoglu M., Rosenberg J.M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. Commonwealth Educational Media Center for Asia, p.1-8.

Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29.

Kurt, S. (2013). Examining Teachers’ Use of Computer Based Technologies: A case study. Education and Information Technologies, 18, 557-570.

Lundeberg, M., Bergland, M., Klyczek, K., & Hoffman, D. (2003). Using action research to develop preservice teachers’ confidence, knowledge and beliefs about technology. The Journal of Interactive Online Learning. 1(4), 1-16

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Usta, E., Korkmaz, O. (2010). Ögretmen adaylarinin bilgisayar yeterlikleri ve teknoloji kullanımına iliskin algileri ile ogretmenlik meslegine yonelik tutumlari. Uluslararasi İnsan Bilimleri Dergisi, 7(1),1335-1349.

Weber R.P. (1990). Basic Content Analysis. Sage Publications, Newburry Park, CA




DOI: http://dx.doi.org/10.46827/ejes.v0i0.322

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Tugba Tafli, Tahir Atici

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2021. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).