The Effect and Disturbance Factors of Practical-Based Teacher Education Program for the Development of TPACK in Pre-service Chemistry Teachers

Journal of the Korean Chemical Society

article

Mi Sun Jung¹  Seoung Hey Paik¹ 

[1] Department of Chemistry Education, Korea National University of Education

关键词: Pre-service chemistry teacher;    Practice-based teacher education program;    TPACK;    Obstacles of TPACK development;   

DOI  :  10.5012/jkcs.2022.66.4.305

学科分类：化学（综合）

来源: Korean Chemical Society

【 摘 要 】

In this study, a practice-based teacher education program was developed and applied to improve the TPACK ofpre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development ofTPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developedteacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks fromresearchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result ofthe study, the program of this study did not show an educational effect in the “constructive learning activities” of preserviceteachers, but it was found to have an educational effect in “problem solving”. In other words, in “constructive learning activity”, most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners canpassively acquire knowledge. However, in the case of “problem solving”, the pre-service teachers who were at level 0 beforethe educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problemsby memory without using technology, but after the program they planned classes that provides opportunities to approach andsolve various problems through the technology presented by the teacher. However, there were not many pre-service teacherscorresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-servicechemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation,lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers whopreceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it wasnecessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TKfor pre-service teachers.

【 授权许可】

Unknown