The effects of "Web 2.0 tools training program" conducted in the context of TPACK on the development of prospective science teachers

This study aimed to investigate the development of the teacher candidates' ability to integrate web 2.0 tools into their lesson plans, their difficulties in preparing and implementing the plans, their positive opinions, and the change in their web 2.0 tool usage competencies and TPACK self-confidence during the web 2.0 tools training program prepared by taking into account the needs of science teacher candidates and technological pedagogical content knowledge (TPACK). The study was conducted with 25 teacher candidates studying in the 4th grade at the Department of Science Education, Faculty of Education, Trakya University in the 2023-2024 academic year. Mixed method was used in the research, and the triangulation design was considered among the mixed method research designs. In this context, the Web 2.0 Tools Training Program was prepared based on the Du-TE Model and was implemented for a total of 11 weeks, 2 hours per week, within the scope of the elective course titled "Material Design in Science Education". In the study, Technological Pedagogical Field Knowledge Self-Confidence and Web 2.0 Tools Usage Competence Scales were used as quantitative data collection tools and were applied as pretest and posttest. As qualitative data collection tools, lesson plans designed with the 5E model before, during and after the application from science teacher candidates and semi-structured interviews conducted with science teacher candidates after the application were used. Quantitative data obtained by the researcher were analyzed with statistical analysis; qualitative data were analyzed with content and document analysis methods. According to the results of the research, it was concluded that there was a significant difference between the Web 2.0 tools usage competence and Technological Pedagogical Field Knowledge Self-Confidence score averages of science teacher candidates before and after the web 2.0 tools training program conducted with the Du-Te model in the context of TPACK. According to the results of the semi-structured interviews, it was determined that science teacher candidates did not have any difficulties in lesson plans in general within the scope of the difficulties they experienced in integrating web 2.0 tools while preparing their lesson plans and while applying the lesson plans they prepared in internship schools. It has been found that web 2.0 tools used in the introduction and evaluation stages of the course make the lessons more interesting. It has been determined that the technological tool-equipment usage competencies of the teacher candidates have improved, the students have focused on the lesson and their participation in the lesson has increased; as a negative situation, there is noise in the classroom and some teacher candidates have problems in using smart boards. As a result of the lesson plans prepared by the teacher candidates, it has been revealed that they can make sufficient TPACK technology integration in the lesson plans they will prepare by providing the teacher candidates with the web 2.0 tools training program. This research presents evidence that the web 2.0 tools training program supports the teacher candidates in using web 2.0 tools in the lesson plans they prepare.