Effect of a Science-Based TPACK Program for Elementary Preservice Teachers According to Their Gender

Autor/inn/en	Choi, Youngmi; Hong, Seung-Ho
Titel	Effect of a Science-Based TPACK Program for Elementary Preservice Teachers According to Their Gender
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Education; Pedagogical Content Knowledge; Technological Literacy; Elementary School Teachers; Preservice Teachers; Gender Differences; Self Efficacy; Student Attitudes; Foreign Countries; Science Instruction; South Korea + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Pädagogische Kompetenz; Technisches Wissen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korea; Republik
Abstract	The study sought to analyze the effects of the Technology, Pedagogy, and Content Knowledge (TPACK) program on the relationship between preservice elementary school teachers (n = 194) and the variables of their gender. Quantitative data collected during the fall semesters of 2018 and 2019 were statistically analyzed using the Wilcoxon rank sum test to compare the teachers' attitudes toward convergence, TPACK, and science teaching efficacy beliefs according to group variables. The comparison of attitudes toward convergence indicated gender-specific differences in Year 1 in knowledge, personal relevance, social relevance, interest, and overall scores. No significant differences were found in most components in Year 2. The pre- and posttest TPACK results revealed significant gender-specific differences in Year 1 for Technological Knowledge (TK), Content Knowledge (CK) of Science, Content Knowledge of Korean, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, TPACK, and overall scores. In Year 2, gender-specific differences were present in TK, CK of Mathematics, CK of Social studies, CK of Science, and TPACK. Analysis of Science Teaching Efficacy Belief Instrument (STEBI-B) by gender indicated that the overall scores and personal science teaching efficacy of female student teachers improved in Year 1. In Year 2, no significant gender-specific differences were found in the STEBI-B in the pre- and posttest results. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01