ENHANCING PRE-SERVICE BIOLOGY TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE

被引:2
作者
Bwalya, Anthony [1 ,2 ]
Rutegwa, Marcellin [1 ]
Tukahabwa, Dorothy [3 ]
Mapulanga, Thumah [1 ,4 ]
机构
[1] Univ Rwanda, African Ctr Excellence Innovat Teaching & Learning, Coll Educ URCE, POB 55, Rwamagana, Rwanda
[2] Kwame Nkrumah Univ, Sch Nat Sci, Dept Life Sci, Kabwe, Zambia
[3] Univ Rwanda, Coll Educ URCE, POB 55, Rwamagana, Rwanda
[4] Minist Educ, Gondar Day Secondary Sch, Chipata, Zambia
来源
JOURNAL OF BALTIC SCIENCE EDUCATION | 2023年 / 22卷 / 06期
关键词
pre-service biology teachers; technology integration; micro-teaching lesson study; TPACK; INSTRUCTIONAL-DESIGN MODEL; SCIENCE TEACHERS; IMPLEMENTATION; EDUCATION; TEAMS;
D O I
10.33225/jbse/23.22.956
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs' reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs' overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers' TPACK.
引用
收藏
页码:956 / 973
页数:18
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