Abstract
This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique. During this process, teacher candidates were evaluated by themselves, their peers and teachers using an observation form in terms of their ability to use methods and techniques, mastery of field knowledge and ability to integrate technology into the course. In the study, partially mixed concurrent equal status design was used. Technological pedagogical and content knowledge survey was used for the quantitative data and the qualitative data of the study were obtained from observation forms filled by the researchers of the study, teacher candidates and their peers. The results showed that the teacher candidates had a moderate level of technological pedagogical content knowledge. The fact that the pre- and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is very important for the teacher candidates to attend the courses where they can evaluate their technology, pedagogy, and content knowledge (TPACK) competencies especially in their teacher training programs and to make up for their deficiencies without starting to their professional life. Key words: Technology, pedagogy, and content knowledge (TPACK), micro teaching, science teacher candidates.
Highlights
The rapid changes in information, communication and technology in the 21st century have made the use of technology in the learning and teaching process inevitable in order to increase productivity and quality in education (Selim et al, 2009; Ekici et al, 2012)
Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique
If we look at some of the recent studies conducted in the field of TPACK in Turkey; Aygün et al (2016) in their study conducted on teacher candidates, found that the teacher candidates had a low level of competence in applying the teaching method and technique used in the teaching of the subject area through technology, and that the lectures were mostly made by presentations even though the activities prepared by the teacher candidates were intended to encourage discovery
Summary
The rapid changes in information, communication and technology in the 21st century have made the use of technology in the learning and teaching process inevitable in order to increase productivity and quality in education (Selim et al, 2009; Ekici et al, 2012). TPACK is an approach that is integrated with knowledge of technology, content knowledge, and pedagogical methodology specific to content, where technology integration knowledge will not be confined to technology courses alone. Teachers should improve their content knowledge by incorporating technology, and to acquire teaching skills by including technology in the process (Kopcha et al, 2014; Aygün et al, 2016)
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