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http://dx.doi.org/10.15267/keses.2019.38.2.287

Designing and Implementing Integrated Lessons for Pre-service Elementary Teachers' Technological Pedagogical Content Knowledge Development  

Choi, Youngmi (Jeju National University)
Hong, Seung-Ho (Jeju National University)
Publication Information
Journal of Korean Elementary Science Education / v.38, no.2, 2019 , pp. 287-304 More about this Journal
Abstract
Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.
Keywords
integrated science; pre-service elementary teacher; attitude toward convergence; TPACK; science teaching efficacy;
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Times Cited By KSCI : 12  (Citation Analysis)
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