Assessing the technological pedagogical content knowledge of pre-service science teachers at a South African university

Umesh Ramnarain, Annesca Pieters, Hsin Kai Wu

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to investigate preservice science teachers' proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). A sample of 103 third- and fourth-year participants from a South African university were surveyed on their TPACK-P proficiency levels using a 17-item questionnaire developed by Yeh, Lin, Hsu, Wu, and Hwang. Rasch analysis was employed to analyse the data. The findings of the study showed that the great majority of preservice science teachers have a proficiency level of 3 for their knowledge on TPACK-P. A proficiency level of 3 demonstrates the infusive application, where the teacher makes use of ICTs to guide learners to self-explore and independently construct their science knowledge. These baseline findings could inform higher education institutions in reviewing their teacher development programmes for pre-service science teacher preparedness in harnessing the affordances of ICT in their teaching.

Original languageEnglish
Pages (from-to)123-136
Number of pages14
JournalInternational Journal of Information and Communication Technology Education
Volume17
Issue number3
DOIs
Publication statusPublished - 2021 Jul 1

Keywords

  • Preservice science teachers
  • Rasch analysis
  • Technology integration
  • TPACK-P

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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