This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it’s important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers’ competencies of integrating technology pedagogy and content. To enhance pre-service teachers’ competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers’ competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities.
Inhaltsverzeichnis (Table of Contents)
- Preface
- CHAPTER ONE
- Science, Mathematics and ICT
- Introduction
- Problem Statement
- Study Questions
- Rationale of the Study
- Overview of this study
- Definition of terms
- Science, Mathematics and ICT
- CHAPTER TWO
- The Origin of TPACK and Its Meaning in Education
- Introduction
- The Concept of TPACK
- Developing TPACK in Education
- The Origin of TPACK and Its Meaning in Education
- CHAPTER THREE
- TPACK in Science and Mathematics Teaching
- Introduction
- The Process of Integrating Technology, Pedagogy and Science/Mathematics
- Summary and Way Forward
- TPACK in Science and Mathematics Teaching
- CHAPTER FOUR
- TPACK Framework for Pre-service Teachers
- Introduction
- Required TPACK Competencies for Teachers
- TPACK Training Package for Pre-service Science and Mathematics Teachers
- TPACK Framework for Pre-service Teachers
- CHAPTER FIVE
- Conclusion and Recommendation
- Reference
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This article investigates the concept of Technological, Pedagogical, and Content Knowledge (TPACK) in relation to teaching and learning in science and mathematics, specifically focusing on its implications for pre-service teacher training. The article examines existing literature on TPACK, its origins, and its integration into pre-service science and mathematics teacher preparation programs. It explores the importance of TPACK for effective teaching with technology and discusses various frameworks for developing TPACK competencies in pre-service teachers. The article highlights the importance of hands-on activities that reflect real-world teaching with technology in enhancing pre-service teachers' TPACK skills.
- The definition and importance of TPACK in teaching and learning.
- The development and integration of TPACK into pre-service teacher training programs.
- The role of hands-on activities and real-world teaching experiences in developing TPACK competencies.
- The benefits of using technology to enhance learning in science and mathematics.
- The transition from teaching technology to using technology to enhance learning.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: Science, Mathematics and ICT introduces the challenges faced by teachers and students in science and mathematics, emphasizing the increasing failure rates in these subjects. It discusses the need for teachers to focus on the relationship between educational tasks, scientific concepts, and technological tools. This chapter argues for the adoption of Information and Communication Technology (ICT) in science and mathematics teaching as a means to enhance learning.
Chapter Two: The Origin of TPACK and Its Meaning in Education provides an overview of TPACK, exploring its definition and the different components that constitute it, including technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The chapter also discusses the importance of developing TPACK in education.
Chapter Three: TPACK in Science and Mathematics Teaching examines the process of integrating technology, pedagogy, and science or mathematics in teaching. It emphasizes the need for teachers to understand how to effectively integrate technology into their teaching practices to enhance student learning in these subjects.
Chapter Four: TPACK Framework for Pre-service Teachers focuses on the TPACK competencies required for effective teaching. It discusses the development of a TPACK training package specifically designed for pre-service science and mathematics teachers. The chapter advocates for hands-on activities and real-world teaching experiences as essential elements in developing TPACK skills in pre-service teachers.
Schlüsselwörter (Keywords)
The main keywords and focus topics of this article include pre-service teachers, ICT, technology integration, teaching, science, and mathematics. The article explores the application of TPACK in the context of pre-service teacher education and how it can be implemented to enhance teaching and learning in science and mathematics. Key concepts discussed include the development of TPACK competencies in pre-service teachers, the importance of hands-on activities and real-world teaching experiences, and the benefits of using technology to enhance learning.
- Arbeit zitieren
- Ayoub Kafyulilo (Autor:in), 2010, TPACK for Pre-service Science and Mathematics Teachers, München, GRIN Verlag, https://www.grin.com/document/193147
