Web 2.0 ıntegration in mathematics teaching through tpack-based flipped learning: Evaluating pre-service teachers' technology integration skills and professional development via microteaching

This study investigates the instruction of mathematics topics to graduate-level pre-service teachers through Web 2.0 tools within the Flipped Learning Model. It aims to examine the competencies of mathematics education graduate students in using Web 2.0 tools for teaching mathematics, evaluated through microteaching practices within the framework of the Instrumental Orchestration Theory. Additionally, the study explores participants' views on the use of the Flipped Learning Model and Web 2.0 tools in mathematics instruction. Designed as a qualitative case study, the research was conducted with graduate students enrolled in the Primary Mathematics Education Master's Program at Fırat University during the 2024–2025 fall semester, selected through purposive sampling. Data were collected via semi-structured interview forms developed with expert input and instructional videos from microteaching sessions. Content analysis was applied to the data, supported by the Instrumental Orchestration Framework developed by Drijvers et al. (2010). The findings revealed that pre-service teachers improved their ability to use Web 2.0 tools effectively over time. Microteaching practices were found to enhance their Technological Pedagogical Content Knowledge (TPACK) and positively influence their teaching skills. The study concludes that integrating Web 2.0 tools into graduate-level mathematics education through the Flipped Learning Model contributes significantly to teacher candidates' professional development and recommends the broader implementation of technology integration in teacher education across disciplines.