Integrating the TPACK-CFR intervention in the teaching of science courses for pre-service teachers

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ID: 287525
2023
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Abstract
This Action Research employed Deming’s Plan-Do-Study-Act model to improve the PSSTs’ teaching science with technology-related competencies by integrating the TPACK-CFR framework into the Teaching of Science course, a 3-unit professional education lecture course in one semester. The intervention comprised four stages: familiarizing with the TPACK-CFR framework, lesson planning, microteaching, and final demonstration teaching. Forty-eight pre-service science teachers (PSSTs) from a teacher education institution (TEI) participated in this study. A mixed method of data gathering and data analysis procedures were used. A Wilcoxon signed rank test revealed that the TPACK-CFR intervention significantly improved the PSSTs’ self-efficacy for the seven TPACK-ST constructs: TK (Z (48) = -5.852, p < 0.000, r = 0.844; PK (Z (48) = -5.699, p < 0.000, r = 0.822; CK (Z (48) = -5.732, p < 0.000, r = 0.827; TPK (Z (48) = -5.368, p < 0.000, r = 0.774; TCK (Z (48) = -5.5.698, p < 0.000, r = 0.822; PCK (Z (48) = -5.441, p < 0.000, r = 0.785; and TPCK (Z (48) = -5.567, p < 0.000, r = 0.803. Thematic analysis using Creswell’s protocol showed that modeling a lesson and lesson planning allowed the PSSTs to understand TPACK integration. In addition, microteaching and final demonstration teaching activities allowed them to identify strengths and weaknesses and improve their practices. Furthermore, the results also revealed the positive effect of collaboration, feedback, and reflection in enhancing PSSTs’ TPACK-ST-related competencies. Also, the findings showed that lesson planning significantly improved (Z (48) = -6.033, p< 0.000, r=0.87). The TPACK-CFR intervention also strengthened the beliefs of the PSSTs about contextualization and student-centered approaches. Finally, the PSSTs improve their teacher-related skills along the TPACK constructs and contextualization. It is therefore implied that TEIs should create a supportive learning environment to foster the development of TPACK-ST self-efficacy among PSSTs. It is also recommended that modeling, lesson planning, microteaching, demonstration teaching, collaboration, feedback, and reflection strategies should be an integral part of the Teaching of Science course or other professional education course that aims to develop teaching competencies among PSTs.
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Authors Lorenzana, Arnel A.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/40
Keywords Keywords not found

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