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Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

Umesh Ramnarain, Annesca Pieters, Hsin-Kai Wu
Copyright: © 2021 |Volume: 17 |Issue: 3 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799859383|DOI: 10.4018/IJICTE.20210701.oa8
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MLA

Ramnarain, Umesh, et al. "Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University." IJICTE vol.17, no.3 2021: pp.123-136. http://doi.org/10.4018/IJICTE.20210701.oa8

APA

Ramnarain, U., Pieters, A., & Wu, H. (2021). Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University. International Journal of Information and Communication Technology Education (IJICTE), 17(3), 123-136. http://doi.org/10.4018/IJICTE.20210701.oa8

Chicago

Ramnarain, Umesh, Annesca Pieters, and Hsin-Kai Wu. "Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University," International Journal of Information and Communication Technology Education (IJICTE) 17, no.3: 123-136. http://doi.org/10.4018/IJICTE.20210701.oa8

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Abstract

The purpose of this study was to investigate preservice science teachers' proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). A sample of 103 third- and fourth-year participants from a South African university were surveyed on their TPACK-P proficiency levels using a 17-item questionnaire developed by Yeh, Lin, Hsu, Wu, and Hwang. Rasch analysis was employed to analyse the data. The findings of the study showed that the great majority of preservice science teachers have a proficiency level of 3 for their knowledge on TPACK-P. A proficiency level of 3 demonstrates the infusive application, where the teacher makes use of ICTs to guide learners to self-explore and independently construct their science knowledge. These baseline findings could inform higher education institutions in reviewing their teacher development programmes for pre-service science teacher preparedness in harnessing the affordances of ICT in their teaching.