The effect of micro teaching on preservice science teachers' technological pedagogical content knowledge development

The aim of this study is to examine the development of pre-service science teachers' technological pedagogical content knowledge (TPACK) and their beliefs related to TPACK. In the study, the sequential descriptive mixed method was used in which quantitative and qualitative research designs were used together. In the quantitative part of the study, The Randomized Pretest-Posttest Control Group Design was used and in the qualitative part, holistic multi-case study was used. The experimental (n=26) and control (n=23) groups were determined by random sampling for the quantitative part of the study and the criteria sampling (n=8) was used to select participants for case study. The pre-service teachers' technological knowledge and their beliefs related to science teaching were determined as the criteria and the participants were selected based on their mean scores choosing one participant from high-level-score and one from low-level-score. Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS) developed by Kartal, Kartal and Uluay (2016) and The Science Teaching Efficacy Belief Instrument (STEBI) developed by Tekkaya, Çakiroğlu and Ozkan (2004) were used to collect quantitative data as well as qualitative data was collected via semi-structured interviews. SPSS package program was used to perform descriptive and inferential analysis for quantitative data. In the analysis of qualitative data, descriptive and content analysis methods were used together. A significant difference was found in the experimental group in favor of the post-test scores in the domains of TPACK central component, TPACK, technological knowledge, content knowledge, pedagogical knowledge and self-efficacy related to science teaching. Participants who were interviewed had positive attitudes towards technology before micro-teaching. They reported that their beliefs related to technology integration in science teaching have changed. However, pre-service teachers informed that their perceptions about making students engage in lesson actively, the appropriateness of the method to teach technology-integrated science, the appropriate use of selected technologies to teach science, the support of the technology in order to teach concepts correctly and guiding students to reach the knowledge by using technology had improved after teaching technology-supported science. July, 2019, 206 Pages Keywords: TPACK, Pre-Service Science Teachers, Micro Teaching, Self-Efficacy Belief toward Science Teaching