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From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching
Halmstad University, School of Education, Humanities and Social Science.ORCID iD: 0000-0001-5283-7038
2023 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 42, no 3, p. 553-577Article in journal (Refereed) Published
Abstract [en]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program.

Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers ́ reflections on how to integrate digital technologies into science teaching.

Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers ́ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants’ understanding of how to use digital tools when teaching a specific science topic.

Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching.

Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023. Vol. 42, no 3, p. 553-577
Keywords [en]
Digitalisation, science, student teacher, teacher education, TPACK
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LEADS
Identifiers
URN: urn:nbn:se:hh:diva-48509DOI: 10.1080/02635143.2022.2131759ISI: 000866268600001Scopus ID: 2-s2.0-85139800623OAI: oai:DiVA.org:hh-48509DiVA, id: diva2:1705097
Available from: 2022-10-20 Created: 2022-10-20 Last updated: 2024-10-02Bibliographically approved

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Nilsson, Pernilla

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