Exploring in-service science teachers’ proficiency levels and nature of interactions among components of technological pedagogical and content knowledge-practical

Date

2024-2

Author

Uçar, Murat Berat

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This study aimed to explore the proficiency levels and the nature of interplays among Technological Pedagogical and Content Knowledge-Practical (TPACK-P) components of in-service science teachers. While the proficiency levels of teachers were examined in terms of assessment, planning and designing, and enactment dimensions, the interplays among TPACK-P knowledge components focused on the domains of assessments, learners, subject content, curriculum design, and practices in teaching. The study adopted a qualitative multiple case study design, collecting data from four middle school science teachers through interviews and observations of their teaching performances. The results indicated that the experienced teachers demonstrated simple adoption level of TPACK-P proficiency in general but did not reach a high level of seamless technology integration for fostering independent learning and scientific exploration. The study identified variations in proficiency levels of teachers across each dimension, including distinctions in the assessment dimension, a spectrum of proficiencies in the planning and design dimension, and diverse proficiency levels in the enactment dimension. Furthermore, five assertions were derived from the findings and extracted TPACK-P maps aimed at exploring interactions among TPACK-P components. These assertions can roughly be summarized as influential role of assessment in teaching practices, the uniqueness of TPACK-P map of each teacher, the trend of assessment-focused technology integration, underutilized potential of subject content delivery, and the dynamic nature of TPACK. Eventually, this study offered significant implications for science teachers, policy-makers, program developers, and researchers in science education.

Subject Keywords

TPACK, TPACK map, teacher proficiency, in-service science teacher, force and motion

URI

https://hdl.handle.net/11511/108296

Collections

Graduate School of Social Sciences, Thesis