Investigating Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge through License and Master’s Program (LAMP) | ||||
| المجلة التربوية لکلية التربية بسوهاج | ||||
| Article 28, Volume 86, Issue 86, June 2021, Page 73-100 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/edusohag.2021.168325 | ||||
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| Author | ||||
| Sahar Mohammed Saad Alshawaf* | ||||
| Assistant Professor of Educational Technology Department of Educational Technology - College of Education - King Khalid University- Saudi Arabia | ||||
| Abstract | ||||
| This research used a case study approach to investigate “in-depth” pre-service science teachers’ preparation programs in the Licensure and Master’s Program (LAMP) in the College of Education at the University of Toledo (UT) to integrate technology into their teaching. In this study, the study focused on technology parts TK, TPK, TCK, and TPACK preparation by finding out and knowing the gap in using technology in science. The case study would include a sequential exploratory mixed methods approach, which involves collecting qualitative and quantitative data in order to understand the technology preparation for pre-service science teachers in teaching and practicing in terms of their technology knowledge (TK), technology, and content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). This paper aims to investigate pre-service science teachers’ technological pedagogical content knowledge (TPACK) through the LAMP program. This study focused on pre-service science teachers in science and social studies studying in the two-year LAMP program at the University of Toledo. Three data collection tools were used to investigate pre-service science teachers’ preparation programs in college: The Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers survey, an open-ended interview, and the student’s study plan. According to the TPACK survey findings, the participant did not have any TPK, TCK, and TPACK. Also, in TK, the participant knew no more than 50%. The most important finding was that participants did not believe that we should teach or use technology and preferred traditional methods. Even though he stated that he knows that technology is essential in facilitating education, he did not believe that he should integrate technology in teaching into his classrooms. Therefore, more research on TK, TPK, TCK, and TPACK would help redesign the program that prepares pre-service science teachers to be effective teachers. The pre-service science teacher in the LAMP program in this study needs more support for TK, TPK, TCK, and TPACK in their training program to teach with technologies. | ||||
| Keywords | ||||
| pre-service science teachers; TPACK; license and master’s program (LAMP); integrating technology | ||||
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