European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.165861 Volume 2│Issue 9│2016
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT
THE CONTEXT OF TEACHERS’ SKILLS IN TECHNOLOGICAL
PEDAGOGICAL CONTENT KNOWLEDGEi
Tugba Tafli1*ii, Tahir Atici2
1,2 Faculty of Education, Gazi University,
Department of Biology Education, 06500, Ankara, Turkey
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.
Keywords: pre-service teachers, opinions, technological pedagogical content
knowledge
ii This study was presented in the 1st Eurasian Educational Research Congress, Turkey
Copyright © The Author(s). All Rights Reserved 21
Published by Open Access Publishing Group ©2015.
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Introduction
In the teaching and learning process, one important thing is the teachers qualifications.
Teachers have to be creative, innovative, conscious, and qualified in their special fields
to meet the requirements of the educational system. It is very necessary and important
for teachers to be this kind of qualified person before they graduated from the
education program, because later success depends on the teachers continuous
individually improvement efforts with their awareness of the advents and the new
developments. Pedagogical content knowledge is playing an effective role in this period
process. The developments of new digital technologies have dramatically changed
practices in most of human life. In the process of teaching and learning, it is becoming
more important to benefit from new educational technologies too. As a result of this the
concept of technological pedagogical content knowledge (TPACK) has emerged
because of changes taking place in the process of teaching by the introduction of
technological tools and equipment. The idea of TPACK was described by Mishra and
Koehler builds on the core of PCK through the inclusion of technology. In terms of
finding new approaches, it will bring us a bright future.
In , Lee Shulman introduced a new term Pedagogical Content Knowledge. It
was suggested as component of teaching expertise in addition to the teachers content
knowledge and general knowledge of instructional methods. Shulman (1986) defined
PCK as discipline-specific content knowledge for teaching such as one's knowledge of
curriculum, assessment, subject-specific misconceptions, and techniques to promote
content learning. Pedagogical content knowledge is a type of knowledge that is unique
to teachers, and is based on the manner in which teachers relate their pedagogical
knowledge to their subject matter knowledge (Cochran, 1997). As a part of getting the
importance of the technology in the 21st century, researchers proposed to include
technological knowledge about education for teachers. The notion of technological
pedagogical content knowledge TP“CK formally used it for a teacher s technology
integration (Pierson, 2001) and emerged in the literature of education journal in 2003
(Lundeberg, Bergland, Klyczek, & Hoffman, 2003). Since 2005 just as the interaction of
pedagogical knowledge and content knowledge gave rise to PCK, Mishra and Koehler
proposed that the inclusion of technological knowledge derived from other forms of
knowledge be included in teacher training as technological content knowledge (Koh,
Chai and Tay, 2014). TPACK has been a burgeoning focus of research especially among
teacher educators who are working or interested in the field of educational technology
(Chai et al, 2013).
The purpose of TPACK is to integrate educational technology tools into the
classroom teaching and learning via the synthesized form of knowledge. The
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 22
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
composition knowledge of TPACK consists of three core constituents: These are content
knowledge (CK), pedagogical knowledge (PK), and the technological knowledge (TK).
The interaction of these three forms of core knowledge gives rise to pedagogical content
knowledge (PCK), technological content knowledge (TCK), technological content
knowledge (TPK) and the TPACK (Figure 1).
Figure 1: TPACK Frame (Image from http://tpack.org)
Technological knowledge (TK) is knowledge about both standard technologies like
books or blackboard and more advanced technologies like as the internet and digital
tools. This involves the skills required to operate particular technologies.TK includes an
understanding of how to use computer software and hardware, presentation tools such
as document presenters and projects, and other technologies used in educational
contexts. Most importantly, TK covers the ability to adapt to and learn new
technologies (Holsti, 1968). Pedagogical knowledge (PK) is deep knowledge about the
processes and practices or methods of teaching and learning and how it encompasses,
among other things, overall educational purposes, values, and aims (Mishra and
Koehler, 2006). This knowledge involves, but is not limited to; an understanding of the
role of student motivation, classroom management activities, assessment and
evaluation of learning and lesson plan development and implementation (Koehler et al,
2013). Content knowledge is a knowledge or specific nature of a discipline or subject
matter. It is about the actual subject matter that is to be learned or taught (Mishra and
Koehler, 2006). Teachers must know and understand the subjects that they teach. They
have to know about knowledge of central facts, theories, concepts and procedures
within a given field; knowledge of explanatory frameworks that organize and connect
ideas and knowledge of the rules of evidence and proof (Shulman, 1986). Pedagogical
Content Knowledge (PCK) as a knowledge that concerned with the representation of
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 23
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
concepts, pedagogical techniques, knowledge of what makes concepts difficult or easy
to learn, knowledge of students prior knowledge, and theories of epistemology. It
includes knowing what teaching approaches fit the content, and likewise, knowing how
elements of the content can be arranged for better teaching (Mishra and Koehler, 2006).
PCK refers to knowledge about how to teach certain content to specific groups of
students (Cox and Graham 2009). Technological Pedagogical Knowledge (TPK) is
knowledge of the components, existence and capabilities of various technologies as they
are used in teaching and learning process and conversely knowing and understanding
how teaching could change as the result of using some Technologies (Mishra and
Koehler, 2006). Teachers, who have this knowledge, could know what technology is
appropriate for certain pedagogic goals and to select the most appropriate tool based on
the specific pedagogical approach. Technological Content Knowledge (TCK) is
knowledge of the reciprocal relationship between technology and content. Teachers
need to know not just the subject matter they teach but also the manner in which the
subject matter can be changed by the application of technology (Koehler and Mishra,
2008).
The purpose of this study is to describe the opinions of the pre-service biology
teachers about the context of teachers skills for the six sub-dimensions in technological
pedagogical content knowledge.
2. Method
In this study, qualitative research method was applied. The data were collected via
semi-structured interview from 60 pre-service teachers and were submitted to content
analysis through NVivo 9.0 package program using. Content analysis is any technique
for making inferences by systematically and objectively identifying special
characteristics of messages (Holsti, 1968). The basic goal of content analysis is to take a
verbal, non-quantitative document and transform it into quantitative data (Bailey,
. It is a process by which the many words of texts are classified into much fewer
categories (Weber, 1990). By doing content analysis, it takes texts and analyses, reduces
and interrogates them into summary form through the use of both pre-existing
categories and emergent themes in order to generate or test a theory (Cohen et al, 2007).
As a result of this data the data were coded separately by the sub-dimensions of
TPACK. After gathering the same codes of the data, it was arranged by the aspects in a
common way and the results were interpreted.
3. Results
As a result of the data, the opinions about the sub-dimensions of TPACK are as below:
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 24
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
3.1 Technological Knowledge (TK)
In this section it is asked to the pre-service teachers that what are the required skills in
the process of teaching in TPACK and the summary of the related items frequency
showed in Table 1.
Table 1: The Summary of the Related Items about the Technological Knowledge Skills
Technological Knowledge N Frequency%
To have the ability of how to use educational technologies (such as smart board,
computer, projectors, microscope etc.) 56 93
To follow the emerging technological developments 16 27
To be open to the new technological innovations 15 25
To have the ability to use the technological tools in accordance with the objectives
of the lesson 7 12
To know how to use the internet effectively 7 12
To be interested in learning the technology 1 2
To take measures against the failures if any problem occurs in a technological
tools 1 2
To know how to easily access to technological information. 1 2
93% of the pre-service teachers who participated in the survey stated that the teacher
must have the ability of how to use educational technologies such as smart board,
computer, projectors, microscope etc. 27% of the pre-service teachers specified that the
teacher must follow the emerging technological developments and %25 of them told
that the teacher have to be open to the new technological innovations. %12 of stated that
the teacher must have the ability to use the technological tools in accordance with the
objectives of the lesson and know how to use the internet effectively. 1% of them
specified that the teacher have to be interested in learning the technology, be able to
take measures against the failures if any problem occurs in technological tools and
know how to easily access to technological information.
Here are some examples of the pre-service biology teachers opinions
Student 3 (Senior): …Teachers have the ability of keeping face with the required
qualifications and the innovations by the era and to know information about the technology.
They applied educational technology equipment and programs in the classrooms.
Student 31 (Junior): …“ good teacher is a person who can use the technology easily in
the lessons. If she doesn’t have chance to reach or use them, she also has to know what they are
and what do they used for…
Student 33 (Sophomore): …Technology is an equipment that makes the humans life
easy and everybody has to know them. Especially the biology teachers must use educational
technologies such as computers, projection, smart board and microscope. As a result of this they
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 25
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
have to follow the emerging technological developments and innovations and interested in trying
them.
3.2. Pedagogical Knowledge (PK)
In this section it is asked to the pre-service biology teachers that what are the required
skills in the process of teaching about pedagogical knowledge in TPACK and the
summary of the related items and the frequency% showed in Table 2.
Table 2: The Summary of the Related Items about the Pedagogical Knowledge Skills
Pedagogical Knowledge N Frequency%
To organize the lesson according to students age level and the level of the
development. 55 92
To know the educational methods and the techniques 15 25
To know how to communicate to the students 9 15
To know the classroom management 9 15
To provide guidance 8 13
To solve the encountered problems to the students 8 13
To motivate the students into the course 5 8
To act as equal to all of the students 4 7
To develop itself continuously 4 7
To know about the assessment and evaluation techniques 4 7
To prepare a good material about the subject matter 1 2
To know the empathy 1 2
To be an exemplary human to the students. 1 2
92% of the pre-service teachers who are participated in the survey emphasized that the
teacher has the ability of organizing the lesson according to students age level and the
level of the development. 25% of them stated that the teacher has to know the
educational methods and the techniques and 15% told that the teacher has to be able to
have to be able to provide guidance and to solve the encountered problems to the
students and know how to manage the classroom best. 13% of the pre-service teachers
specified that the teachers have to be able to provide guidance and to solve the
encountered problems to the students. 8% of them stated that the teachers have the
capable of motivating students into the course, 7% of said that the teachers have to be
able to act as equal to all of the students, should develops by herself continuously and
have the information about the assessment and evaluation techniques. 1% of them
specified that the teacher has to know how to prepare a good material about the subject
matter has to know the empathy and has to be an exemplary human to the students.
Here are some examples of the pre-service biology teachers opinions:
Student 5 (Senior): …The teacher has to know the pedagogical level of the student and
arrange the requirement skills such as the objectives for the lesson or the behaviors to them.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 26
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Furthermore, she has to know the educational strategies and the methods, assessment and
evaluation techniques and know how to motivate the students.
Student 10 (Senior): …The teacher has to know the properties of the students’
development. She has to arrange the lesson in an appropriate form and do the exercise for their
age level. She also has to know the classroom management and be a guide for the students…’
Student 23 (Junior): …The teacher must know how to bring the acquisition of
cognitive, affective and psychomotor skills to the student’s development in an appropriate level
and also has the information about the assessment and evaluation techniques.
Student 24 (Junior): …The teacher has to know about the classroom management, how
to prepare good materials for the subject matter, can organize a lesson plan, react to the students
in a friendly and equally. She also knows the properties of the student’s age level.
Student Sophomore …The teacher has the capacity of how to act the
students and how to organize the lesson according to students age level. She also has to
be able to provide guidance and to solve the encountered problems to the students. She
has to know the classroom.
3.3 Content Knowledge (CK)
In this section, it is asked to the pre-service biology teachers what are the required skills
in the process of teaching about content knowledge in TPACK and the summary of the
related items which were analyzed showed in Table 3.
Table 3: The Summary of the Related Items about the Content Knowledge Skills
Content Knowledge N Frequency %
To be well-equipped subject matter about their specific area. 48 80
To update their knowledge and the new information about their field. 24 40
To answer the questions easily when the students asked to them. 8 13
To teach the subject matter by getting attention of the students. 6 10
To make detailed research about the specific area when it is needed. 5 8
To make the connection of the relationship between the subject matter and the
daily life. 3 5
To do some experiments about their area. 2 3
To explain the basic concepts easily. 2 3
To make drawings while they are explaining the issues. 1 2
According to the table 80% of the pre-service biology teachers indicated about the
content knowledge that the teachers must be well-equipped subject matter about their
specific area. 40% of them stated that the teachers have to update their knowledge and
the new information about their field. 13% of the participant of the pre-service teachers
specified that they have to answer the questions easily when the students asked to
them. 10% of them told that the teachers have to know how to teach the subject matter
by getting attention of the students. 8% of the pre-service teachers said that the teacher
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 27
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
must know how to make detailed research when it is needed. 5% of them stated that the
teacher has to be able to make the connection of the relationship between the subject
matter and the daily life. %3 of the pre-service teachers specified that the teachers have
the ability of doing some experiments about their area and can easily explained the
basic concepts and 2% reported that teachers could make drawings while they are
explaining the issues.
Here are some examples of the pre-service biology teachers about the content
knowledge skills:
Student 57 (Sophomore): …Every teacher should have a well-equipped knowledge of
the area. They have to follow the new information about their field and update their subject
matter in their specific area. The other important thing is when the student asked questions, they
must answer them easily.
Student 28 (Senior): …The teacher must know all of the subject matter and the issues
of their area. They can easily explain the basic concepts and teach them clearly. I think the most
important thing is not only the knowledge level of the teacher but also to teach perfectly to the
students. The teacher has to answer the questions in a clear way according to the students’
level.
Student 46 (Junior) …The teachers have to be well trained in their special area by
themselves. They have to answer the questions easily and do the connections of the relationship
between the issue and the daily. They have to update their information and do some research
about their special fields...
3.4. Technological Pedagogical Knowledge (TPK)
In this section it is asked to the pre-service biology teachers that what are the required
skills in the process of teaching about technological pedagogical knowledge in TPACK
and the summary of the related items which were analyzed showed in Table 4.
Table 4: The Summary of the Related Items about Technological Pedagogical Knowledge Skills
Technological Pedagogical Knowledge N Frequency %
To use the technological tools in the process of the education 30 50
To choose the appropriate technological tools for the students age level. 21 35
To have the opportunity to attract the student s interest. 13 22
To prepare educational methods by integrating technology to the lessons. 7 12
To manage the classroom while she is using the technological tools 5 8
To follow the new educational technologies and the technological tools 4 7
According to the results of the analysis 50 % of pre-service biology teachers emphasized
that the teacher must use the technological tools in the process of the education. 35% of
stated that the teacher has to choose the appropriate technological tools for the
students age level. % of them specified that the teacher should have the opportunity
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 28
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
to attract the student s interest. % of the pre-service teachers have the ability of to
prepare educational methods by integrating technology to the lessons. 8% reported that
the teacher should be able to manage the classroom while she is using the technological
tools and 7% of stated that the teacher should follow the new educational technologies
and the technological tools.
Some examples of the pre-service biology teachers about the content knowledge
skills:
Student 4 (Senior): …Teachers should be able to choose the appropriate technology for
the student’s age in the classroom. If the students are in the level of primary and the teacher use
difficult technological tools as for the elementary, students cannot understand or use them.
Student 58 (Sophomore): …Teachers have to use the educational technology
effectively in the teaching process. They should create good opportunity for students to get in
touch with the process and they should plan the methods by using technology. Therefore the
students more interested in the issues and they can learn easily.
Student 34 (Junior): Teachers have to use and choose the appropriate technological
tools for the students’ age level. ”ecause it is important that also the students can use them in an
active way of the process. Teachers also have the ability of the classroom management while they
are using technology…
3.5 Technological Content Knowledge (TCK)
In this section it is asked to the pre-service biology teachers that what are the required
skills in the process of teaching about Technological Content Knowledge in TPACK and
the summary of the related items which were analyzed showed in Table 5.
Table 5: The Summary of the Related Items about Technological Content Knowledge Skills
Technological Content Knowledge N Frequency %
To use technological tools in the lessons to be more understandable the issues by
the students. 32 44
To use digital tools effectively while they are teaching. 19 32
To know and choose the best technology for aim of the lesson. 8 13
To integrate the educational technology tools to the concept of the lesson 5 8
To make a good video, animation or simulation about the lesson. 5 8
To use some electronically tools which are related their field 3 5
To follow the new development of the related technologies for being updated. 2 3
According to the results of the analysis, the 32% of pre-service biology teachers reported
that teachers have the ability to use technological tools in the lessons to be more
understandable the issues by the students. While they are teaching the subject matter
and 32% of them stated that they should know how to use digital tools effectively while
they are teaching. 13 % of emphasized that teaches must know and choose the best
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 29
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
technology for aim of the lesson. 8% of them specified that teachers should integrate the
educational technology tools to the concept of the lesson and should know how to make
a good video, animation or simulation about the lesson. 5% of them told that they must
also use some electronically tools which are related to their field and 3% of expressed
that teachers should follow the new development of the related technologies for being
updated.
Some opinions about the pre-service biology teachers are as below:
Student 53 (Sophomore): …The teacher has to know all about the subject matter in
her area and to be more understandable the issues by the students she has to use and integrate
the educational technology tools to the classroom. It is required in the process of teaching. The
teacher also knows how to use or how to prepare a good video or animation about the subject
matter.
Student 37 (Junior): …Teachers should benefit from the digital technologies while they
are teaching an issue. So that they can provide to students to understand the subjects better. For
example, let’s think about a biology teacher who is teaching about DN“. If she uses some
materials such as an animation or video it will be an effective way to see clearly the events
occurring in DNA by the students and as a result of integrating these technologies to the lessons
the subjects become more permanent learning.
Student 19 (Senior): “ teacher must know about the related technological tools for her
special area and always update herself by following the new developments. Because the era of
today requires people to use and benefit from them to make our life easy. In the process of the
educational it is very important that the teacher should integrate these Technologies to the aim of
the lesson…
3.6. Pedagogical Content Knowledge (PCK)
In this section it is asked to the pre-service biology teachers that what are the required
skills in the process of teaching about pedagogical content knowledge in TPACK and
the summary of the related items which were analyzed showed in Table 6.
Table 6: The Summary of the Related Items about Pedagogical Content Knowledge Skills
Pedagogical Content Knowledge N Frequency %
To be well-known about their subject matter and they should teach the subject
according to the student s level 41 69
To plan the activities to the related issue for student s level. 17 29
To integrate content knowledge to the pedagogical knowledge 10 19
To know all about the educational methods and techniques which is more effective
and appropriate for the subject matter 11 18
To get interested in the lesson while teaching the subject. 7 12
To use more materials according to the subject. 7 12
To know about the assessment and evaluation methods for the subject 5 8
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 30
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Within the scope of the results of the analysis for the pedagogical content knowledge,
69% of the pre-service biology teachers stated that teachers should well-known about
their subject matter and they should teach the subject according to the student s level.
29% of reported that they should know how to plan the activities to the related issue for
student s level. % of pre-service teachers specified that they must know how to
integrate content knowledge to the pedagogical knowledge. 18% of emphasized that
teachers should know all about the educational methods and techniques which is more
effective and appropriate for the subject matter. 12% of stated that teachers know how
to get interested in the lesson while teaching the subject and they should use more
materials according to the subject. 8% specified that the teacher should know the
assessment and evaluation methods for the subject.
Some examples of the pre-service biology teachers about the pedagogical content
knowledge skills:
Student 11 (Senior): “ teacher could do easily combine their pedagogical knowledge
and the content knowledge. Because in undergraduate they attended, lessons which are both
related with the pedagogy and the special field content. That’s why she could be integrating to
each other…
Student 28 (Junior): …Teachers have to plan the lesson before going to the classroom.
They must do some activities for the student’s level while teaching the issue of the lesson. They
must know the best assessment and evaluation methods for the subject
Student 5 (Senior): …Teachers should set the subjects about the lesson for the
student’s age level. They should also know which method or the technique is the best for the
subject matter. They should use some other materials in the classrooms.
Student 54 (Sophomore): …Teachers know well how to transfer the subject matter to
the students for their age levels. Let’s think about a primary and a secondary school. Teacher
cannot teach the same subject. If she teaches the same subject in a detail to the primary school,
the students could not understand the lesson. That’s why it is very important to teach the
subject matter according to the curriculum and the age level…
4. Conclusion
There are number of research studies were carried out to investigate the development of
TPACK. Some of them are about the theoretical papers to guideline framework in the
area of teachers acquisition of knowledge for technology integration and TPACK
contracts (Koehler & Mishra, 2005; Niess, 2005; Mishra & Koehler, 2006; Angeli and
Valanides, 2009; Harris, Mishra, & Koehler, 2009; Cox & Graham, 2009; Hammond and
Manfra, 2009; Archambault & Barnett, 2010; Koehler et al, 2011). In these papers the
definitions about the notion of TPACK, framework that can be used as a guide for
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 31
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
educators efforts in the teaching while challenging into the education process were
mentioned in a detailed way.
In this study, all of these data were analyzed according to the six dimension of
TPACK. The analysis shows that pre-service biology teachers have an idea about
TPACK. Some researchers showed us that the teachers could not use technology in the
learning and teaching process and they also have challenges while integrating to the
lessons Kurt, Usta and Korkmaz, Çakır and Yıldırım, Judson, .
Some of them are related the importance of the teachers who are active in the classes by
using the technology (Angeli and Valadines, 2009; Graham et al, 2004; Draper et al,
2004). It is very important for the pre-service teachers should be provided opportunities
in technology-supported activities and integrate the technologies into the learning
process effectively (Kersaint, 2007; Govender and Govender, 2009).
Some studies are about the teachers view and use of ICT with related to TPCK such as
Greenhow, Dexter & Hughes, ”anas, . Teachers knowledge about
pedagogy, content and technology is necessary for developing their TPACK. Before
being as a teacher in the education faculty the pre-service teachers find opportunity
about how these three dimensions interrelate with each other. As a result of this study
the findings bring us how much they know about TPACK and what need to do for
developing their knowledge more about that subject.
References
1. 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.
2. Archambault LM, Barnett JH (2010) Revisiting technological pedagogical content
knowledge: exploring the TPACK framework. Computer Education 55(4):1656–
1662
3. Bailey, K.D. (1978). Methods for social Research. Basingstoke: Collier Macmillan
4. Banas, J. R. (2010). Teachers' attitudes toward technology: Considerations for
designing preservice and practicing teacher instruction. Community & Junior
College Libraries, 16(2), 114-127.
5. 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.
6. 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
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 32
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Teacher. From https://www.narst.org/publications/research/pck.cfm (Retrieved
June 28, 2014)
7. Cohen L., Manion L., Morrison K. (2007). Research Methods in Education (6th
ed.). New York, NY: Routledge.
8. 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.
9. Çakır R., Yıldırım, S. . ”ilgisayar öğretmenleri okullardaki teknoloji
entegrasyonu hakkında ne d(ş(n(rler? Ilkogretim Online, , -964
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.
16. Holsti O.R. (1968). Content analysis. In G.Lindzey & Aaronson (Eds). The
handbook of social psychology. Reading, MA: Addison-Wesley.
17. 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.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 33
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
18. 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.
19. 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.
20. 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.
21. 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.
22. 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.
23. 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.
24. Kurt, S. . Examining Teachers Use of Computer ”ased Technologies “
case study. Education and Information Technologies, 18, 557-570.
25. 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
26. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content
knowledge: A framework for teacher knowledge. Teachers College Record,
108(6), 1017-1054.
27. 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.
28. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching.
Educational Researcher, 15(2), 4-14.
29. Usta, E., Korkmaz, O. (2010). Ögretmen adaylarinin bilgisayar yeterlikleri ve
teknoloji kullanımına iliskin algileri ile ogretmenlik meslegine yonelik tutumlari.
Uluslararasi İnsan ”ilimleri Dergisi, , -1349.
30. Weber R.P. (1990). Basic Content Analysis. Sage Publications, Newburry Park,
CA
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 34
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 35
Tugba Tafli, Tahir Atici -
THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF
TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works 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).
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 36