An Investigation of pre-service elementary mathematics teachers’ techno-pedagogical content knowledge within the context of their teaching practices

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2013

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Balgalmış, Esra

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The goal of the case study was to investigate the contribution of field experience and the reflection-on-practice process on Turkish Pre-service Teachers’ TPACK. In 2011-2012 fall semester, the research was conducted with the participation of three PSTs. PSTs designed and implemented three technology-based lessons, primarily with GeoGebra. They were observed during the lesson and interviewed before and after each lesson implementation to reflect on their teaching. The data collection methods were reflective interviews, observations, videotaped lessons and documentation. The data were analyzed through qualitative data analysis methods. A five level TPACK rubric (recognizing, accepting, adapting, exploring and advancing) was used. The qualitative analysis of the data revealed that PSTs TPACK levels changed progressively throughout the study. Three components; the aim of the lesson, the questions used, and the role of the teacher provided important insights to determine the change in the TPACK level. PSTs’ interpretations of implementing technology-based mathematics lessons were examined. The thirteen themes emerged in the interviews were classified into three categories. The categories and their themes were the lesson preparation (students’ pre-knowledge, lesson objective, location, necessity of the technology, motivation), process of implementation (tool, teacher role, activity sheet, classroom management, time management, implementation), and mentorship (having a facilitator, and recommendation). In general PSTs defined educational technology as a tool that assisted them to promote students’ learning and increase students’ motivation. Findings support the need for teaching experience and reflection-on-action, to promote PSTs’ TPACK. These were the important components, which affected the overall success of their lesson implementation.

Subject Keywords

Student teachers, Student teachers, Mathematics teachers, Pedagogical content knowledge., Elementary school teachers.

URI

http://etd.lib.metu.edu.tr/upload/12616733/index.pdf
https://hdl.handle.net/11511/23231

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Graduate School of Social Sciences, Thesis

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Citation Formats

E. Balgalmış, “An Investigation of pre-service elementary mathematics teachers’ techno-pedagogical content knowledge within the context of their teaching practices,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.