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- Title
Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study.
- Authors
DURUSOY, Okan; KARAMETE, Ayşen
- 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 LBDTPACK 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.
- Subjects
STUDENT teachers; PEDAGOGICAL content knowledge; TEACHING aids; LEARNING; EDUCATIONAL outcomes
- Publication
Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 2023, Vol 17, Issue 1, p174
- ISSN
1307-6086
- Publication type
Article
- DOI
10.17522/balikesirnef.1262115