ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study
Nuray Parlak Yilmaz 1 *
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1 Uludağ Üniversitesi Educational Faculty
* Corresponding Author

Abstract

Background:
Research findings indicate that conceptual understanding is a critical factor in both ICT learning and teaching success. For this reason, it is important that both learning and teaching concepts and principles in the field of ICT and this teaching should be done in accordance with pedagogical principles. Despite the increase observed in the number of studies investigating into the PCK of teachers and student teachers from different fields, there are still few studies and resources in the literature on ICT teaching. Starting from this need, this study aims to determine ICT student teachers' PCK about concept teaching.

Materials and methods:
This qualitative study was carried out with 12 student teachers. The student teachers were the fourth year students enrolled in the course of Special Teaching Methods II. The research data were obtained from three data resources. These were lesson videos, lesson plans and reflection reports belonging to student teachers.

Results:
it was determined that some student teachers could not distinguish concept knowledge, had misconceptions and difficulty determining conceptual features and used incomplete or incorrect concept definitions.

Conclusions:
Starting from both this study and determinations made in the litarature, ICT teachers’ conceptions related to the field should be taken into consideration when training ICT teachers.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1217a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 1, pp. 133-152

Publication date: 01 Jul 2016

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Article Downloads: 218

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