A review on assessment of technological pedagogical content knowledge for pre-service science teachers

Science education has been viewed as an agent that could provide both teachers and students some experience in using various technologies. Recent developments in science and technology has resulted in new tools and some knowledge base to be taught. Science teachers are required to transform scientific information through suitable pedagogical methods with the advantages of technology in their classes. In this aspect, science teachers’ knowledge of science content and teaching methods, and their knowledge of how technology could promote science learning play crucial role in describing their technological pedagogical content knowledge (TPACK). Furthermore, usage of technology with appropriate pedagogy in science classes has been advocated to facilitate students’ engagement in scientific inquiry, constructing science knowledge, and problem-solving skills. Similarly, teaching with technology facilitates the delivery of information and transfer of materials to students. A high level of TPACK may offer more economic and practical science teaching for science teachers. In this aspect, the present study could be seen as an attempt to evaluate the possible assessment tools in examining pre-service science teachers’ TPACK especially in recent years. The literature review showed that self-assessment survey studies were mainly used to assess various components of TPACK. Apart from survey assessments, rubrics that evaluate individual performance after TPACK-related lesson/task treatment were also utilized for measuring TPACK. Furthermore, using rubric to assess performance rather than survey items collected at any time from the pre-service teachers may assess their TPACK better in terms of practical environments and situations. There are also further tools measuring TPACK of pre-service teachers such as interviews, open-ended questionnaires, observation reports in microteaching video records etc. While addressing the most powerful tool for measuring TPACK of pre-service teachers, the answer lie within handling reliability and validity issues. To resolve such a complex issue, triangulation of different types of measurement tools may enhance the validity of TPACK measurement tools rather than using only Likert-type scale items to measure TPACK.
27th International Congress on Educational Sciences (ICES/UEBK-2018), 2018


A review on pre-service teachers' views on nature of science
ÖZGELEN, SİNAN; Yılmaz Tüzün, Özgül (2012-04-01)
This paper provides a review about research studies, which specifically focused on developing pre-service teachers' views on nature of science (NOS) through use of explicit-reflective teaching approach. This review is followed by an overview of studies about understanding NOS by means of scientific inquiry (SI). The review also includes the studies that specifically address the Turkish preservice teachers' views about NOS. The review showed that quite amount of studies demonstrated that the development of l...
A review on the practical work in school science
Boz, Yezdan (2005-01-01)
Pratik çalışmalar fen eğitiminde oldukça önemli bir yere sahiptir; ancak, bu çalışmaların fen derslerinde etkili bir biçimde kullanılıp kullanılmadığı tartışmaya açıktır. Bu makalede, fen derslerindeki pratik çalışmaların nasıl kullanıldığı tartışılacak, bu çalışmaların fen eğitimindeki yeri eleştirel bir yaklaşımla incelenecektir. Sonuç olarak, etkili öğretme stilleriyle kullanılıp öğrencilerin öğrenmesine katkı sağlayan pratik çalışmaların, yemek kitabı gibi basamakların takip edildiği pratik çalışmalara ...
A study on professional development toward science centers: change in science teachers’ awareness about science centers and ways of conducting science center visits
Tahancalio, Semr; Çakıroğlu, Fitnat.; Department of Educational Sciences (2019)
The main aim of the current study was to reveal how the professional development (PD) program developed by “BİLMER Project: A Teacher and Explainer Professional Development Model to Increase the Effectiveness of Science Centers (SCs) in Science and Society Communication and Science Education” influences science teachers’ awareness about SCs and their way of conducting a SC visit. Science teachers’ way of conducting SC visit was examined in two dimensions: (1) changes in their strategies for conducting SC vi...
An Investigation into Turkish english language teachers’ perceived professional development needs, practices and challenges
Korkmazgil, Sibel; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This phenomenological research study seeks to explore English language teachers’ professional development needs, practices and challenges that they experience in their professional growth. Data were collected from 41 English language teachers working at public schools in 14 different cities in Turkey through semi-structured interviews conducted in 2012. The findings suggested that highest level of needs were indicated with regard to developing teachers’ English language proficiency and speaking skills, impr...
A survey about the opinions of student physics teachers, supervisors and mentors on practice teaching course
Çetin Seçkin, Nihan; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2005)
The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of Na...
Citation Formats
E. Şahin, “A review on assessment of technological pedagogical content knowledge for pre-service science teachers,” presented at the 27th International Congress on Educational Sciences (ICES/UEBK-2018), 2018, Antalya, Turkey, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/86626.