Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study

Author:

DURUSOY Okan1ORCID,KARAMETE Aysen2ORCID

Affiliation:

1. BALIKESİR ÜNİVERSİTESİ

2. BALIKESIR UNIVERSITY, NECATİBEY FACULTY OF EDUCATION

Abstract

This study aimed to develop Technological Pedagogical Content Knowledge (TPACK) through the use of the Learning by Design (LBD) framework in a teaching process for pre-service teachers. During a 12-week period that included both teaching and data collection, 19 pre-service teachers produced 10 unique instructional materials. TPACK levels and self-confidence were assessed using scales and qualitative data from interviews, with the Fink Taxonomy used to analyze the interviews and determine the significance of the LBD-TPACK teaching process in terms of learning outcomes. The results showed a significant increase in pre-service teachers’ TPACK scores and TPACK self-confidence scores after the teaching process (α=0.05, p=0.00). Qualitative data supported these findings, demonstrating that pre-service teachers had achieved significant learning outcomes by the end of the process. It is recommended that conducting comparable research across diverse teaching fields and larger sample sizes would lead to more robust and generalizable findings.

Publisher

Necatibey Faculty of Education Electronics Journal of Science and Mathematics Education

Subject

General Medicine

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Öğretmen Adaylarının Dijital Materyal Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi;Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi;2023-10-20

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