Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Abstract

Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers’ pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers’ (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities.

Teaching Biology Lessons Using Digital Technology: A Contextualized Mixed-Methods Study on Pre-Service Biology Teachers’ Enacted TPACK

“…Moreover, they are often based on a single data source [29]. These assessment instruments usually focus on the (blended) TK domains (TK, TPK, TCK, and TPACK) while overlooking the PCK domain [48]. Consequently, it is recommended to combine different data sets to comprehensively assess enacted TPACK by comparing teachers' decision-making processes with their ability to implement plans [49].…”

“…It is viewed as both a challenging area and an area of confidence that encourages pre-service teachers to think critically. Stinken-Rösner et al [48] suggest incorporating PCK-focused TPACK interventions in existing science programs to address PCK aspects by utilizing the potential of digital technology. One way to do this is by providing digital technology enabling inquiry-based learning [8,45,50].…”

“…Firstly, many studies do not include contextual factors in their assessment instruments [29]. Secondly, some studies only focus on selected phases of teaching, such as lesson planning or implementation [7,8,23,48,52,53,56]. Lastly, some studies represent case studies that rely on very small samples [43,50,51,54,55].…”

“…To understand the complex process of TPACK enactment in lesson planning, implementation, and reflection, a more comprehensive measurement [9,48], using larger samples [55], is required. The present study addresses the need for research on enacted TPACK by examining pre-service biology teachers' technology-infused lesson plans, implementations, and reflections in authentic classroom situations in a subject-and technology-specific manner.…”

“…The study reinforces recommendations on TPACK development from previous studies. Accordingly, emerging digital technologies need to be integrated into PCK programs with a focus on the blended PK domains [13,43,48], explicitly emphasizing the supporting role of digital technology as a tool in teaching subject content [56].…”