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http://dx.doi.org/10.14697/jkase.2021.41.4.325

Development of Pre-Service Teachers' TPACK Evaluation Framework and Analysis of Hindrance Factors of TPACK Development  

Choi, Kyeongsik (Korea National University of Education)
Paik, Seoung-Hey (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.4, 2021 , pp. 325-338 More about this Journal
Abstract
In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.
Keywords
TPACK development; Pre-service teachers; Evaluation framework; Hindrance factors;
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