Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice
Stinken-Rösner L, Hofer E, Rodenhauser A, Abels S (2023)
Education Sciences 13(7): 732.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
Download
![Open access file OA](https://pub.uni-bielefeld.de/images/access_open.png)
Autor*in
Stinken-Rösner, LisaUniBi
;
Hofer, Elisabeth;
Rodenhauser, Annika;
Abels, Simone
![](https://pub.uni-bielefeld.de/images/icon_orcid.png)
Abstract / Bemerkung
Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers’ pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers’ (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities.
Stichworte
curriculum development;
pre-service teacher education;
science education;
theory of planned behavior;
TPACK
Erscheinungsjahr
2023
Zeitschriftentitel
Education Sciences
Band
13
Ausgabe
7
Art.-Nr.
732
Urheberrecht / Lizenzen
eISSN
2227-7102
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2980992
Zitieren
Stinken-Rösner L, Hofer E, Rodenhauser A, Abels S. Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice. Education Sciences. 2023;13(7): 732.
Stinken-Rösner, L., Hofer, E., Rodenhauser, A., & Abels, S. (2023). Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice. Education Sciences, 13(7), 732. https://doi.org/10.3390/educsci13070732
Stinken-Rösner, Lisa, Hofer, Elisabeth, Rodenhauser, Annika, and Abels, Simone. 2023. “Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice”. Education Sciences 13 (7): 732.
Stinken-Rösner, L., Hofer, E., Rodenhauser, A., and Abels, S. (2023). Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice. Education Sciences 13:732.
Stinken-Rösner, L., et al., 2023. Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice. Education Sciences, 13(7): 732.
L. Stinken-Rösner, et al., “Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice”, Education Sciences, vol. 13, 2023, : 732.
Stinken-Rösner, L., Hofer, E., Rodenhauser, A., Abels, S.: Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice. Education Sciences. 13, : 732 (2023).
Stinken-Rösner, Lisa, Hofer, Elisabeth, Rodenhauser, Annika, and Abels, Simone. “Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice”. Education Sciences 13.7 (2023): 732.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0):
Volltext(e)
Name
education-13-00732.pdf
2.18 MB
Access Level
![Open access file OA](https://pub.uni-bielefeld.de/images/access_open.png)
Zuletzt Hochgeladen
2023-07-18T13:11:32Z
MD5 Prüfsumme
7ceceeb7c12cb18a46fafcf9f2936749
Export
Markieren/ Markierung löschen
Markierte Publikationen
Web of Science
Dieser Datensatz im Web of Science®Suchen in