Implementation and Analysis about Technology Knowledge Education Program for Pre-service Teacher based on the TPACK Model

Abstract

This study aimed to design and apply the technological pedagogical and content knowledge(TPACK) model to pre-service education program, and to analyze its results for attending student's questionnaire.At first, a lecture that designed to elevate one's technological knowledge was studied and implemented. To perform this study, TPACK survey instruments were distributed to pre-service teacher group A who took the designed lecture and group B who took ordinary ICT literacy lecture. The results showed that TK,•제1저자 : 최현종 •교신저자 : 이태욱

The impact of the teacher education study program on the development of TPACK

“…Similar results were obtained in a study by Altun and Akyildizs (2017), which showed that pre-service teachers preparing to teach science have obtained a higher level of TPACK than preservice teachers preparing to teach social sciences and Turkish language. Moreover, a difference (a positive effect) was observed in students who took the designed lecture and those who took ordinary ICT literacy lectures (TK, TCK, TPK and TPACK) (Choe and Lee, 2015). In contrast, there are studies that have found no statistically significant differences in TPACK components among teachers in the areas of mathematics, science, and literacy (Tokmak et al, 2013).…”

“…The development of TPACK among pre-service teachers is a complex process with important factors such as previous experience with technology, subject knowledge, and beliefs about the use of technology (Mudzimiri, 2012). The inclusion of ICT in courses during study programs, as well as teaching about its integration, can empower students to work with digital technology (Choe and Lee 2015;Yigit, 2014). The development of TPACK can also be influenced by the education system as a contextual factor (Dobi Barišić et.…”