Improving student teachers' TPACK self-efficacy through lesson planning practice in the virtual platform

How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current study, we investigated how designing an inquiry-based technology-enhanced lesson plan on the virtual platfo...

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Published inEducational studies Vol. 49; no. 1; pp. 76 - 98
Main Authors Kapici, Hasan Ozgur, Akcay, Hakan
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 02.01.2023
Taylor & Francis Ltd
Subjects
Educational programs
Educational Technology
Foreign Countries
Influence of Technology
Inquiry
Inquiry-based learning
Instructional scaffolding
lesson plan
Lesson Plans
Pedagogical Content Knowledge
Planning
pre-service teacher
Preservice Teachers
Preservice training
Scaffolding (Teaching Technique)
Self Efficacy
Student Improvement
Student Teachers
Teacher education
Teacher Education Programs
Teachers
Technological Literacy
Technology
Technology Integration
Technology Uses in Education
TPACK
Undergraduate students
Turkey
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ISSN0305-5698
1465-3400
DOI10.1080/03055698.2020.1835610

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Summary:How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current study, we investigated how designing an inquiry-based technology-enhanced lesson plan on the virtual platform influences the TPACK (Technological Pedagogical Content Knowledge) self-efficacy of pre-service teachers and also how they integrated educational technology into their lesson plans. A total of 38 undergraduate students at a teacher education programme participated in the study. Data were gathered by the self-efficacy scale and the lesson plans developed by the pre-service teachers. The findings revealed a significant increase in the TPACK self-efficacy of the pre-service teachers after they designed an inquiry-based technology-enhanced lesson plan on the virtual platform. Besides, lesson plan analysis showed that pre-service teachers generally followed the phases of inquiry-based learning and integrated online scaffolding tools and virtual laboratories into their plans at a moderate level.
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ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2020.1835610