Speaker
Description
Technology integration is central to the improvement of teaching and learning especially in science education. The extent to which technology integration is harnessed in teacher training programmes informs pedagogical practices adopted by pre-service teachers when integrating technology in science teaching and learning. While pre-service teachers often have sufficient knowledge and skills, they find it increasingly challenging to harness technology integration to foster effective science teaching and learning in diverse contexts. This study explores the impact of teacher education programme on the development of pre-service science teachers’ technological pedagogical content knowledge (TPACK) by adopting a generic qualitative design located within the interpretivist paradigm. The empirical investigation involved six conveniently selected pre-service science teachers enrolled for a Bachelor of Education degree at a South African university. Qualitative data was collected through analysis of lesson plans, evaluation of micro lesson presentations, and semi-structured interviews. The study is underpinned by TPACK framework as a theoretical lens. Key findings demonstrated that the training programme provided meaningful opportunities for pre-service science teachers to use various technologies as learning tools. These opportunities enable pre-service science teachers to acquire knowledge and skills required for coherent integration of technology to foster effective science teaching and learning in diverse contexts. It is recommended that sustainable professional development opportunities ought to be provided to implore science teachers to fully embrace digital transformation as a key imperative associated with the advent of the Fourth Industrial Revolution. Theoretical implications for technology-enhanced teaching and learning are discussed.
Level for award;(Hons, MSc, PhD, N/A)?
N/A
| Apply to be considered for a student ; award (Yes / No)? | No |
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