Rubrics of TPACK-P for teaching science with ICTs

Yi Fen Yeh*, Sung Pei Chien, Hsin Kai Wu, Ying Shao Hsu

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)


Advances in information communication technologies (ICTs) have diversified teacher instruction. The appropriateness of representation selections and learning activity designs involving ICTs is determined by teachers’ technological pedagogical content knowledge-practical (TPACK-P), a knowledge construct transformed and reinforced through different tasks in teaching. This study developed rubrics for evaluating preservice teachers’ TPACK-P, according to the proficiency levels and features identified by in-service teachers. We collected lesson plans and microteaching video clips of seven preservice teachers in order to verify the rubrics and explore how their TPACK-P was demonstrated in lesson plans and microteaching. Results revealed that the preservice teachers’ performances on lesson planning and microteaching were similar, with discrepancies of +/- 1 level on the rubrics. Their performances on teaching with ICTs were comparatively better in curriculum design and enactment than on assessment. It may not be difficult for preservice teachers to implement ICTs, but the real challenges are to use ICTs with considerations of students, content, and pedagogy. Teacher education programs are advised to pay attention to how meaningfully ICTs are used to support instruction, rather than simply counting the number of times ICTs are used.

Original languageEnglish
Title of host publicationDevelopment Of Science Teachers' TPACK
Subtitle of host publicationEast Asian Practices
PublisherSpringer Singapore
Number of pages17
ISBN (Electronic)9789812874412
ISBN (Print)9789812874405
Publication statusPublished - 2015 Jan 1

ASJC Scopus subject areas

  • General Social Sciences


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