Anthony Bwalya, Marcellin Rutegwa, Dorothy Tukahabwa, Thumah Mapulanga
{"title":"通过基于 Tpack 的技术整合课程提高职前生物教师的技术教学内容知识","authors":"Anthony Bwalya, Marcellin Rutegwa, Dorothy Tukahabwa, Thumah Mapulanga","doi":"10.33225/jbse/23.22.956","DOIUrl":null,"url":null,"abstract":"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. \nKeywords: pre-service biology teachers, technology integration, micro-teaching lesson study, TPACK","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"18 15","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ENHANCING PRE-SERVICE BIOLOGY TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE\",\"authors\":\"Anthony Bwalya, Marcellin Rutegwa, Dorothy Tukahabwa, Thumah Mapulanga\",\"doi\":\"10.33225/jbse/23.22.956\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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. \\nKeywords: pre-service biology teachers, technology integration, micro-teaching lesson study, TPACK\",\"PeriodicalId\":46424,\"journal\":{\"name\":\"Journal of Baltic Science Education\",\"volume\":\"18 15\",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2023-12-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Baltic Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.33225/jbse/23.22.956\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Baltic Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.33225/jbse/23.22.956","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
ENHANCING PRE-SERVICE BIOLOGY TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE
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.
Keywords: pre-service biology teachers, technology integration, micro-teaching lesson study, TPACK