STEM Preservice Teachers’ e-Readiness for Online Multimodal Teaching Methods Usage in Pietermaritzburg, South Africa: Analysis Through the Adapted TPACK Framework

Mangundu, John

doi:10.1080/18117295.2023.2232667

Cited by 1 publication

(1 citation statement)

References 63 publications

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“…Kartal and Dilek (2021), in another study, reported that pre-service science teachers who learned about instructional technologies and designed a technology-enhanced lesson showed positive developments in how to integrate technologies into science instruction, indicating that teaching science is more than just having technological knowledge. Similarly, Mangundu (2023) reported that the skills of pre-service STEM teachers needed for multimodal online instruction were not aligned with their technological skills. Although many studies have been conducted on pre-service teachers' TPACKs, Stinken-Rösner et al ( 2023) study was an important trigger for the emergence of this study.…”

Section: Studies On Pre-service Teachers' Tpack In Online Teachingmentioning

confidence: 99%

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

Kocagül,

Ünal Çoban

2024

Journal of Educational Technology and Online Learning

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It is aimed to reveal the factors that shape pre-service teachers’ (PSTs) online teaching practices in the scope of the technological pedagogical content knowledge (TPACK) framework. Ten science and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on multiple case study designs. The researchers collected data through online lesson videos and TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge about the assessment's technological tools because of giving it the most minor importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies for identifying and teaching the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvements in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations are offered for teacher education programs.

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Section: Studies On Pre-service Teachers' Tpack In Online Teachingmentioning

confidence: 99%

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

Kocagül,

Ünal Çoban

2024

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

show abstract

STEM Preservice Teachers’ e-Readiness for Online Multimodal Teaching Methods Usage in Pietermaritzburg, South Africa: Analysis Through the Adapted TPACK Framework

Cited by 1 publication

References 63 publications

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

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