Pre-Service Primary Teachers' TPACK Improvement through Listening Activities: Design, Observe and Evaluate

Autor/inn/en	Günbas, Nilgün; Gözüküçük, Meral
Titel	Pre-Service Primary Teachers' TPACK Improvement through Listening Activities: Design, Observe and Evaluate
Quelle	In: International Online Journal of Primary Education, 12 (2023) 2, S.136-151 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Günbas, Nilgün) ORCID (Gözüküçük, Meral)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Preservice Teachers; Teacher Education Programs; Elementary School Teachers; Grade 4; Student Attitudes; Foreign Countries; State Universities; Teaching Methods; Technology Integration; Listening Comprehension; Programming; Audiovisual Aids; Second Language Learning; Second Language Instruction; Authentic Learning; Instructional Design; Turkish; Native Language Instruction; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Ausland; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Programmierung; Audiovisuelles Medium; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Türkisch; Native language education; Muttersprachlicher Unterricht; Türkei
Abstract	Pre-service teachers are mostly trained with traditional methods in their institutions and as a result, they do not become competent in technology integration in education. To successfully integrate technology in education, it is necessary for teachers to have knowledge of the content and the pedagogical techniques to teach this content with technology (TPACK). The purpose of this study was to contribute to pre-service primary school teachers' TPACK. For this purpose, the content was selected as listening, the most ignored skill taught in language education. In a qualitative framework, a case study approach was utilized. Eight pre-service primary teachers were selected with convenience sampling from a public university in Turkey. For eight weeks, the pre-service teachers learned block-based visual programming and designed visual and audio listening texts in pairs. Their projects were undertaken with fourth grade students, and they observed the students' interactions with these projects. Upon the completion of this process, a semi-structured interview form, prepared by the researchers, was used to gather the pre-service teachers' views. Results showed that they increased their technological pedagogical content knowledge in the TPACK framework. They also developed a better sense of entertaining, active, and individual learning environments. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01