Design and Implementation of a Graduate Course for Development of Technological Pedagogical Content Knowledge

• Main Author: Çetinkaya Aydın, Gamze
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2022
• Subjects: Classrooms; Continuing education; Core curriculum; Curriculum development; Design; Digital technology; Educational technology; Instructional Design; Learning activities; Lesson plans; Pedagogy; Preservice teachers; Professional development; Quality of education; Schools; Science education; Self-efficacy; Teacher education
• ISBN: 9798342382182

Following a design-based research approach, the present study aimed to develop a course design named Theory – Application – Practice (T-A-P) and investigate its effectiveness for graduate level students’ development of technological pedagogical content knowledge (TPACK). Participants’ views on the T-A-P course design, the change in their perceived competencies and self-efficacy of TPACK, and the change in their TPACK level were investigated to test the effectiveness of the course design. The proposed design was implemented in two iterative cycles with a total of 12 graduate level students pursuing a M.S. or Ph.D. degree in elementary science education. To examine participants’ views about course design, data were collected by means of written feedback and interviews. Thematic analysis was used to analyze data, and the findings revealed that participants found the T-A-P course design helpful for their TPACK development. Participants’ perceived competencies and self-efficacy of TPACK were measured by pre- and post-administration of two TPACK scales, and Wilcoxon Signed Rank Tests were performed to investigate whether the change was statistically significant. The results revealed significant improvements in participants’ scores for both of the scales in both cycles of implementation. Lastly, lesson plans, micro-teachings and interviews were used to capture the development of participants’ levels of TPACK. It was seen that after attending a graduate course based on T-A-P course design, participants’ level of TPACK progressed at different levels in both cycles of implementation. T-A-P course design, developed based on the related literature, was found to be effective for promoting graduate level students’ TPACK development.