The impact of the teacher education study program on the development of TPACK
Keywords:
pedagogical knowledge, pre-service teachers, teacher education, technological knowledge, TPACK
Abstract
The results showed statistically significant difference for Technological, Pedagogical and Content Knowledge, for all students in the sample and for students with additional computer science courses. In the case of overall TPACK, there is no difference for overall sample of students but for students with additional computer science courses difference is significant.
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References
Alun, T., & Akyıldız, S. (2017). Investigating student teachers’ technological pedagogical content knowledge (TPACK) levels based on some variables. European Journal of Education Studies, 3(5), 467–485. https://doi.org/10.5281/zenodo.555996
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370.
Baser, D., Akkus, R., Akayoglu, S., & Top, E. (2021). Training in-service teachers through individualized technology-related mentorship. Educational Techology Research and Development, 69(6), 3131-3151. https://doi.org/10.1007/s11423-021-10065-w
Brust Nemet, M. (2015). Socio-pedagogical competences of teachers in the contemporary school culture curriculum (Doctoral dissertation). Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.
Choe, H., & Lee, T. (2015). Implementation and Analysis about Technology Knowledge Education Program for Pre-service Teacher based on the TPACK Model. Journal of the Korea Society of Computer and Information, 20(2), 231-239. https//doi.org/10.9708/jksci.2015.20.2.231
Dobi Barišić, K. (2018). The influence of peer and self-assessment on future teachers' appoach to learning and use of information and communication technology (Doctoral dissertation). Varaždin: Fakultet organizacije i informatike Sveučilišta u Zagrebu. https://urn.nsk.hr/urn:nbn:hr:211:905006
Dobi Barišić, K., Divjak, B., Kirinić, V. (2019). Education Systems as Contextual Factors in the Technological
Pedagogical Content Knowledge Framework. Journal of Information and Organizational Sciences, 43(2), 163-183. https://jios.foi.hr/index.php/jios/article/view/1173/860
Dikmen, C.H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398-415. https://doi.org/10.17275/per.22.46.9.2
Durdu, L., & Dag, F. (2017). Pre-service teachers' TPACK development and conceptions through a TPACK-based course. Australian Journal of Teacher Education (Online), 42(11), 150-171.
Đuranović, M. (2005). Kurikulum pedagoške kompetencije učitelja (Master's thesis). Zagreb: Filozofski fakultet.
"Education & Training 2010" (2010). The success of the Lisbon strategy hinges on urgent reforms — Joint interim report of the Council and the Commission on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe. (2004). Official Journal, C 104, 1-19. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52004XG0430(01)[legislation]
Ergen, B., Yanpar Yelken, T., & Kanadli, S. (2019). A meta-analysis of research on technological pedagogical content knowledge by gender. Contemporary Educational Technology, 10(4), 358–380. https://doi.org/10.30935/cet.634182
European Commission (2020). Communication from the commission to the European parliament, the council, the european economic and social committee and the committee of the regions digital education action plan 2021-2027 resetting education and training for the digital age. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020DC0624&from=EN
European Commission (2019). Eight key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
European Parliament (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/0259ec35-9594-4648-b5a4-fb2b23218096/language-en
EURYDICE (2003). The teaching profession in Europe: Profile, trends and concerns. Key topics in education in Europe, 3. Brussels: European Commission / EURYDICE.
George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Boston: Pearson Education.
Gómez-Trigueros, M., & De Aldecoa, C.Y. (2021). The digital gender gap in teacher education: The TPACK framework for the 21st century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333-1349. https://doi.org/10.3390/ejihpe11040097
Hrvatski sabor (2021). Nacionalna razvojna strategija Republike Hrvatske do 2030. [Croatian parliament (2021), Croatian National Development Strategy 2030]. https://hrvatska2030.hr/wp-content/uploads/2021/02/Nacionalna-razvojna-strategija-RH-do-2030.-godine.pdf
Huang, Lingyun, & Lajoie, Susanne P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers and Education, 166(1), 104169. https://doi.org/10.1016/j.compedu.2021.104169
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/primary/p/29544/.
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C, & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers and Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304
Mailizar, M., Hidayat, M, & Artika, W. (2021). The effect of demographic variables on mathematics teachers' TPACK: Indonesian context. Journal of Physics: Conference Series, 1882(1), 012041. https://doi.org/10.1088/1742-6596/1882/1/012041
Ministarstvo znanosti i obrazovanja (2020). Strateški okvir za digitalno sazrijevanje škola i školskog sustava u Republici Hrvatskoj (2030). [Ministry of Science and Technology (2020), Strategic Framework for Digital Maturation of Schools and the School System in the Republic of Croatia (2030)] https://mzo.gov.hr/UserDocsImages//dokumenti/PristupInformacijama/Strateski-digitalno2030//Strateski%20okvir%20za%20digitalno%20sazrijevanje%20skola%20i%20skolskog%20sustava%20u%20Republici%20Hrvatskoj%20-%202030.pdf
Ministarstvo znanosti i obrazovanja (2021). Zakon o Hrvatskom kvalifikacijskom okviru. [Ministry of Science and Education (2021), The Croatian Qualifications Framework Act] https://www.zakon.hr/z/566/Zakon-o-Hrvatskom-kvalifikacijskom-okviru
Ministarstvo znanosti, obrazovanja i sporta (2014). Nove boje znanja – strategija obrazovanja, znanosti i tehnologije. [Ministry of Science, Education and Sports (2014), New Colours of Knowledge-Strategy for Education, Science and Technology] https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/Strategija%20obrazovanja,%20znanosti%20i%20tehnologije.pdf
Ministarstvo znanosti, obrazovanja i športa (2011). Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje. [Ministry of Science, Education and Sports (2011), National Curriculum Framework for Preschool Education and General Compulsory and Secondary Education] http://mzos.hr/datoteke/Nacionalni_okvirni_kurikulum.pdf
Mudzimiri, R. (2012, July). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. http://scholarworks.montana.edu/xmlui/handle/1/1910
Putri, S.A., Sulaeman, N.F., & Damayanti, P. (2021). Fostering TPACK in pre-service physics teachers during the covid-19 pandemic. Journal of Physics: Conference Series, 2104(1), 012006. doi:10.1088/1742-6596/2104/1/012006
Qiu, C.A., He, H.X, Chen, G.L, & Xiong, M.X. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10888-x
Razdevšek-Pučko, C. (2005). Kakvog učitelja/ nastavnika treba (očekuje) škola danas (i sutra). Napredak, 146(1), 75-90.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214. https://doi.org/10.1016/j.compedu.2015.05.005
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Schmidt. D., Baran. E., Thompson. A., Punya. M., Koehler. M., & Shin. T. (2009). Technological pedagogical content knowledge: the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education. 42(2). 123-149.
Tokmak, H. C., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. Asia-Pacific Education Researcher, 22(4), 407–415. https://doi.org/10.1007/s40299-012-0040-2
Voithofer, R., & Nelson, M.J. (2021). Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States. Journal of Teacher Education, 72(3), 314-328. https://doi.org/ 10.1177/0022487120949842
Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370.
Baser, D., Akkus, R., Akayoglu, S., & Top, E. (2021). Training in-service teachers through individualized technology-related mentorship. Educational Techology Research and Development, 69(6), 3131-3151. https://doi.org/10.1007/s11423-021-10065-w
Brust Nemet, M. (2015). Socio-pedagogical competences of teachers in the contemporary school culture curriculum (Doctoral dissertation). Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.
Choe, H., & Lee, T. (2015). Implementation and Analysis about Technology Knowledge Education Program for Pre-service Teacher based on the TPACK Model. Journal of the Korea Society of Computer and Information, 20(2), 231-239. https//doi.org/10.9708/jksci.2015.20.2.231
Dobi Barišić, K. (2018). The influence of peer and self-assessment on future teachers' appoach to learning and use of information and communication technology (Doctoral dissertation). Varaždin: Fakultet organizacije i informatike Sveučilišta u Zagrebu. https://urn.nsk.hr/urn:nbn:hr:211:905006
Dobi Barišić, K., Divjak, B., Kirinić, V. (2019). Education Systems as Contextual Factors in the Technological
Pedagogical Content Knowledge Framework. Journal of Information and Organizational Sciences, 43(2), 163-183. https://jios.foi.hr/index.php/jios/article/view/1173/860
Dikmen, C.H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398-415. https://doi.org/10.17275/per.22.46.9.2
Durdu, L., & Dag, F. (2017). Pre-service teachers' TPACK development and conceptions through a TPACK-based course. Australian Journal of Teacher Education (Online), 42(11), 150-171.
Đuranović, M. (2005). Kurikulum pedagoške kompetencije učitelja (Master's thesis). Zagreb: Filozofski fakultet.
"Education & Training 2010" (2010). The success of the Lisbon strategy hinges on urgent reforms — Joint interim report of the Council and the Commission on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe. (2004). Official Journal, C 104, 1-19. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52004XG0430(01)[legislation]
Ergen, B., Yanpar Yelken, T., & Kanadli, S. (2019). A meta-analysis of research on technological pedagogical content knowledge by gender. Contemporary Educational Technology, 10(4), 358–380. https://doi.org/10.30935/cet.634182
European Commission (2020). Communication from the commission to the European parliament, the council, the european economic and social committee and the committee of the regions digital education action plan 2021-2027 resetting education and training for the digital age. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020DC0624&from=EN
European Commission (2019). Eight key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
European Parliament (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/0259ec35-9594-4648-b5a4-fb2b23218096/language-en
EURYDICE (2003). The teaching profession in Europe: Profile, trends and concerns. Key topics in education in Europe, 3. Brussels: European Commission / EURYDICE.
George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Boston: Pearson Education.
Gómez-Trigueros, M., & De Aldecoa, C.Y. (2021). The digital gender gap in teacher education: The TPACK framework for the 21st century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333-1349. https://doi.org/10.3390/ejihpe11040097
Hrvatski sabor (2021). Nacionalna razvojna strategija Republike Hrvatske do 2030. [Croatian parliament (2021), Croatian National Development Strategy 2030]. https://hrvatska2030.hr/wp-content/uploads/2021/02/Nacionalna-razvojna-strategija-RH-do-2030.-godine.pdf
Huang, Lingyun, & Lajoie, Susanne P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers and Education, 166(1), 104169. https://doi.org/10.1016/j.compedu.2021.104169
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/primary/p/29544/.
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C, & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers and Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304
Mailizar, M., Hidayat, M, & Artika, W. (2021). The effect of demographic variables on mathematics teachers' TPACK: Indonesian context. Journal of Physics: Conference Series, 1882(1), 012041. https://doi.org/10.1088/1742-6596/1882/1/012041
Ministarstvo znanosti i obrazovanja (2020). Strateški okvir za digitalno sazrijevanje škola i školskog sustava u Republici Hrvatskoj (2030). [Ministry of Science and Technology (2020), Strategic Framework for Digital Maturation of Schools and the School System in the Republic of Croatia (2030)] https://mzo.gov.hr/UserDocsImages//dokumenti/PristupInformacijama/Strateski-digitalno2030//Strateski%20okvir%20za%20digitalno%20sazrijevanje%20skola%20i%20skolskog%20sustava%20u%20Republici%20Hrvatskoj%20-%202030.pdf
Ministarstvo znanosti i obrazovanja (2021). Zakon o Hrvatskom kvalifikacijskom okviru. [Ministry of Science and Education (2021), The Croatian Qualifications Framework Act] https://www.zakon.hr/z/566/Zakon-o-Hrvatskom-kvalifikacijskom-okviru
Ministarstvo znanosti, obrazovanja i sporta (2014). Nove boje znanja – strategija obrazovanja, znanosti i tehnologije. [Ministry of Science, Education and Sports (2014), New Colours of Knowledge-Strategy for Education, Science and Technology] https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/Strategija%20obrazovanja,%20znanosti%20i%20tehnologije.pdf
Ministarstvo znanosti, obrazovanja i športa (2011). Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje. [Ministry of Science, Education and Sports (2011), National Curriculum Framework for Preschool Education and General Compulsory and Secondary Education] http://mzos.hr/datoteke/Nacionalni_okvirni_kurikulum.pdf
Mudzimiri, R. (2012, July). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. http://scholarworks.montana.edu/xmlui/handle/1/1910
Putri, S.A., Sulaeman, N.F., & Damayanti, P. (2021). Fostering TPACK in pre-service physics teachers during the covid-19 pandemic. Journal of Physics: Conference Series, 2104(1), 012006. doi:10.1088/1742-6596/2104/1/012006
Qiu, C.A., He, H.X, Chen, G.L, & Xiong, M.X. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10888-x
Razdevšek-Pučko, C. (2005). Kakvog učitelja/ nastavnika treba (očekuje) škola danas (i sutra). Napredak, 146(1), 75-90.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214. https://doi.org/10.1016/j.compedu.2015.05.005
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Schmidt. D., Baran. E., Thompson. A., Punya. M., Koehler. M., & Shin. T. (2009). Technological pedagogical content knowledge: the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education. 42(2). 123-149.
Tokmak, H. C., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. Asia-Pacific Education Researcher, 22(4), 407–415. https://doi.org/10.1007/s40299-012-0040-2
Voithofer, R., & Nelson, M.J. (2021). Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States. Journal of Teacher Education, 72(3), 314-328. https://doi.org/ 10.1177/0022487120949842
Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
Published
2023-03-23
How to Cite
Dobi Barišić K., & Brust Nemet M. (2023). The impact of the teacher education study program on the development of TPACK. Journal of Elementary Education, 16(1), 80-92. https://doi.org/10.18690/rei.16.1.2064
Section
Scientific Articles
Copyright (c) 2023 Karolina Dobi Barišić, Maja Brust Nemet
This work is licensed under a Creative Commons Attribution 4.0 International License.