Abstract
The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.
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