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

Download

index.pdf

Date

2013

Author

Balgalmış, Esra

Metadata

Show full item record

Item Usage Stats

310
views

166
downloads

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

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating pre-service science teachers’ understandings and use of models Yenilmez Türkoğlu, Ayşe; Öztekin, Ceren; Department of Elementary Education (2013) To gain a better understanding of pre-service science teachers’ (PSTs’) views of models, a case study was conducted with fourteen PSTs in a large public university in Ankara. The study aims to provide an answer to the research question, ‘What understandings do PSTs possess about scientific models and the models used in science education?’ and to explore how they use these models in their classroom practices. Data were collected using an open-item instrument, semi-structured interviews, class observations, a...
An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning Kaplan, Gözde; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2015) The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
An Assessment of pre-service teacher education in terms of preparing teacher candidates for teaching Eret, Esra; Ok, Ahmet; Çapa Aydın, Yeşim; Department of Educational Sciences (2013) The purpose of the study was to investigate pre-service teacher education in Turkey in terms of preparing teacher candidates for teaching. Survey design was used and the sample included 1856 senior class teacher candidates from seven different teaching areas in seven colleges of education. Teacher Education Assessment Questionnaire (TEAQ) was prepared as the main data collection tool. To enrich the quantitative data and obtain more in-depth information, interviews were conducted with 43 teacher candidates. ...
The Effects of a professional development program on physics teachers’ classroom practices Oktay, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2015) The purpose of the study is to examine the effects of a professional development (PD) program on in-service physics teachers’ classroom practices. Changes in teachers’ practices were investigated in terms of four dimensions: content/skill/ misconception, teaching strategy, material/technology, and assessment. Qualitative research methodology was used in the study, and a case study was combined with action research. Data were collected from seven participating teachers (1 male, 6 female) and their 9th grade ...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016) The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...

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.