A Survey of Pre-Service Teachers’ Perceived Technological Pedagogical Content Knowledge (TPACK)

ABSTRACT: This research set out to investigate a mixed group of pre-service teachers’ perceived pre-course and post-course TPACK development in Faculty of Education in Eastern Mediterranean University located in Turkish Republic of Northern Cyprus, and find out about the pre-service teacher educators’ views on TPACK. In this research, both qualitative and quantitative data were used. Quantitative data was collected at the beginning and at the end of the semester with a validated and reliable TPACK-SAS from 115 pre-service teachers taking the same material design and development course, BOTE218. Qualitative data was collected through interviews with eight pre-service teachers and four course instructors in order to support the results. The results revealed statistically significant differences in the participants’ perceived Technological Knowledge (TK), Content Knowledge (CK) and Technological Pedagogical Knowledge (TPK) scores between the pre- and post-course surveys. However, no statistically significant difference was observed in the other four subdomains namely Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK). The results suggest that although the designed course contributed to the development of pre-service teachers’ general ICT knowledge and awareness of technology use for pedagogical purposes, more specific courses addressing a more comprehensive development of TPACK seem necessary for effective ICT integration into instruction. Keywords: TPACK-SAS (Technological Pedagogical Content Knowledge Self-Assessment Survey), Technological Pedagogical Content Knowledge, pre-service teacher education, technology integration, Information and Communication Technologies