An investigation on progress of pre-service science teachers' technological pedagogical and content knowledge

In the 21st century, effective use of educational technology has appeared among the basic information need to be known by teachers. Teacher training programs are responsible for training future teachers. However, although the candidates take several courses about information technology, pedagogical and content knowledge during their undergraduate education, they cannot integrate this information and do not reflect it into the real classroom environment. The aim of this study was to investigate the development of science teacher candidates' Technological Pedagogical and Content Knowledge (TPACK). For this purpose, effects of training, design-micro teaching and school practices carried out for science teacher candidates' on their TPACK and self confidence levels of TPACK were examined. The study was designed as embedded mixed method design because it aimed to investigate the development of the TPACK thoroughly and with strong evidences. This study was completed in 1 year and 3 stages, during 2014 spring and fall semesters, respectively. The first and second stages of the study were conducted with 43 science teacher candidates selected by the convenient sampling method, and the third stage was conducted with six candidates selected from those participants in accordance with the maximum variation sampling method. In the first stage, training was provided to candidates. In the second stage, candidates prepared course designs according to the ASSURE model and the designs were presented with micro teaching method. In the third stage, 6 candidates prepared 4 course designs and the designs were presented at the training school. The quantitative data were collected via Attitude Towards Educational Technology (ATET) scale and TPACK self-confidence scale. The qualitative data were collected via semi-structured interviews, course design reports and video recordings of the lectures. ATET was analyzed via Friedman and Wilcoxon test, and TPACK self-confidence was analyzed via repeated ANOVA. Semi-structured interviews conducted 4 times during the study were analyzed via content analysis and were presented in comparative tables. Video records and course design reports were analyzed via "TPACK Based Learning Environments Assessment Rubric" developed by the researcher. As a result; it was found out that training and course design-micro-teaching stages remedied the pre-service teachers' deficiency of TK, PK and CK, provided this knowledge to be associated, and increased their ATET and TPACK self-confidence scores. Furthermore, they improved the pre-service teachers' knowledge to select teaching methods appropriate for the subjects and technology and to give right content while teaching with ICT tools. It was concluded that design-micro teaching and lectures at schools increased their practical skills and knowledge of TPACK and its subscales. It was also revealed that they led an increase in pre-service teachers' application skills of active participation classroom management and guidance while teaching with ICT tools. Key Words: Science Education, Technological Pedagogical and Content Knowledge, Information and Communication Technologies, TPACK of Self-confidence.