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TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia

Sickel, Jamie L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK is a conceptual framework of a body of knowledge that teachers draw upon to influence practice; it is a dynamic and emergent form of knowledge that informs the employment of technology for teaching specific subject matter. This study employed an embedded case study approach, including delivery of a TPACK survey instrument and analysis of participant interviews, to identify the context-specific experiences that promote the development of TPACK among twelve preservice secondary science teachers. The research addresses a specific need cited in the literature, identifying TPACK impact factors, and provides a novel way to visualize TPACK development through contextual experiences. A novel approach to visually representing context-specific experiences and their influence on teacher knowledge, self-efficacy, values and beliefs was employed. Three major findings are presented below: 1) the majority of preservice secondary science teachers were unable to define the constructs of learning and science; 2) a focus on motivation and interest paired with a disconnect between expressed and enacted pedagogical orientation lead to teacher-centered instruction augmented with superficial tactics aimed at generating interest; and 3) difficulty in integrating knowledge bases yielded lower TPACK self-efficacy, which has detrimental impacts on the instruction planned by pre-service teachers for their students. Findings are directly aligned with participants' prior experience, compared to the relevant literature, and utilized to identify implications for teacher preparation as well as recommendations for future research.
Teresa Franklin, PhD (Advisor)
David Moore, PhD (Committee Member)
John Hitchcock, PhD (Committee Member)
Sam Girton, MFA (Committee Member)
224 p.
Adult Education; Continuing Education; Education; Educational Evaluation; Educational Technology; Science Education; Teacher Education; Teaching
TPACK; Technological Pedagogical Content Knowledge; TPACK development; teacher education; teacher preparation; preservice teachers; science education; program design; qualitative data visualization; data visualization; TPACK visualization

Recommended Citations

Citations

  • Sickel, J. L. (2016). TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586

    APA Style (7th edition)

  • Sickel, Jamie. TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.

    MLA Style (8th edition)

  • Sickel, Jamie. "TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586

    Chicago Manual of Style (17th edition)

ohiou1457379586
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© 2016, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.