Abstract
Lesson planning and presentation are regarded as an effective method that allows pre-service teachers to gain experience in the instructional processes and improve teaching skills. Lesson Portfolio and Presentations, not only is utilized as a method for increasing the quality of a teacher’s education, but also used to research the Technological Pedagogical Content Knowledge (TPACK) framework. The purpose was to investigate changes in pre-service teachers’ TPACK from their lesson portfolio and presentation practices conducted under the TPACK framework. The participants are 22 third-year pre-service teachers. An analysis was performed based on specific concepts from the projects, which had been developed to reveal the changes in pre-service teachers’ TPACK components. Content analysis was used to analyze the observation forms, self-evaluations, videos and interviews. The study’s findings indicate that pre-service teachers use GeoGebra tools to attain what they had specified in their instructional plans. When considered in terms of the TPACK components, pre-service teachers made noticeable progress.
Highlights
In Pedagogy Courses, PSTs are often asked to create a lesson plan and present it to their peers in class, with the presenting PST playing the role of teacher, and the others playing the role of their students
We focus on integrating GeoGebra during a Pedagogical Course and assess its integration in Pre-Service Teachers’ teaching concepts projects
When considered within this study’s Technological Pedagogical Content Knowledge (TPACK) framework, the findings show the pre-service teachers to have made noteworthy progress along the axis of TPACK components
Summary
In Pedagogy Courses, PSTs are often asked to create a lesson plan and present it to their peers in class, with the presenting PST playing the role of teacher, and the others playing the role of their students. We asked every PST in an integrated course to present such projects twice over the course of the seme-. Each time creating and presenting a lesson that made use of GeoGebra software. In assessing the PSTs’ projects, we wished to determine: a) how the projects reflected the PSTs’ mastery of the mathematical content; b) how they reflected their pedagogical knowledge; c) how they were choosing to integrate the GeoGebra software into their lesson. We used the students’ projects, in conjuction with a variety of other research tools, to assess the extent and manner of the PSTs’ integration of GeoGebra into their teaching. A vast literature on this subject provides a broad scope of theories, methods, and interpretations related to the educational potential of technologies to aid mathematics instruction
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