Abstract
The present study is an extension of studies that measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) confidence. It provides new perspectives on pre-service teachers’ TPACK by shifting the focus to concrete concerns and strengths indicated by pre-service teachers. The target group consists of a cohort of first-year pre-service teachers (N = 86) from a Finnish university. The data used in this study were 86 lesson plans with integrated technology written by first-year pre-service teachers, with a specific section where students outlined their confident and challenging areas in the lesson plan. These sections were analysed quantitatively through the theoretical lens of TPACK. Four TPACK areas were found confident, challenging or both confident and challenging for students. For these first-year pre-service teachers, pedagogical knowledge played the most important role, and the outcomes concretize specific aspects of pedagogical knowledge that can be addressed to develop TPACK in teacher education. The results provide important perspectives on pre-service-teachers’ development of TPACK, revealing the important position of pedagogical knowledge and detailed perspectives on how pre-service teachers view their readiness to use ICT in education.
Highlights
New technologies provide several new opportunities for supporting learning
The third phase of the analysis focused on defining sub-categories for pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK) and technological pedagogical knowledge (TPK), providing more detailed insights into these areas
The results indicate that the two Technological Pedagogical Content Knowledge (TPACK) categories that were mentioned most often were TPK, mentioned by 53 respondents, and PK, mentioned by 52 respondents
Summary
New technologies provide several new opportunities for supporting learning. The development of technologies that can be used for education is rapid. The technologies that are mentioned in the reports vary from specific technology, such as 3D printing and robotics, to larger development areas, such as Makerspace, and the use of learning analytics that are primarily characterised by pedagogical developments related to technology use. This development in technological and pedagogical areas provides (pre-service) teachers with several new possibilities for different educational purposes. New technologies pose challenges for (pre-service) teachers, demanding new skills and knowledge to take advantage of the new technologies in pedagogically meaningful ways
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