Fostering pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) through the learning community

Abstract

Technological Pedagogical Content Knowledge (TPACK) is one of the major framework for assessing the knowledge of a teacher in integrating appropriate technology with pedagogy in the teaching content for fostering students’ learning. This research aimed to study on pre-service mathematics teachers’ level of TPACK after engaging in a learning community during their teaching practicum. The samples were three pre-service mathematics teachers who studied in Mathematics Education Program of Yala Rajabhat University, Thailand selected by purposive technique. Each pre-service mathematics teacher taught the students in different mathematics contents and involved in the learning community which were arranged by the researcher every Wednesday evening or as convenience regularly in order to share and reflect on their teaching. Qualitative data analysis using content analysis was employed to analyze TPACK level of the pre-service mathematics teachers based on TPACK Developmental Model from the data gathered in the focus group discussion during involving in the learning community. The result showed that there are two pre-service mathematics teachers whose TPACK were identified in level 4 (Exploring) and the other one was identified in level 5 (Advancing) which are considered as good level. These finding indicated the successfulness of the learning community in developing pre-service mathematics teachers’ TPACK. The relevant suggestions are discussed.