Abstract
Technology-rich physics teaching requires pre-service teachers to coordinate technical, content-related, and pedagogical knowledge. Yet empirical evidence on how novice teachers allocate attention across these domains during lesson design remains limited. This pilot study examines how pre-service physics teachers allocate time and attention while planning digitally enriched lessons, and which factors shape their resource use. Guided by the technological pedagogical content knowledge framework and the synthesis of qualitative evidence 2 model, we conducted a qualitative case study within a design-based research cycle. N = 16 pre-service physics teachers participated in a seminar. Data from pre- and post-surveys, learning diaries, and semi-structured interviews were analyzed using reflexive thematic analysis. Results show a strong asymmetry: planning was dominated by technical problem-solving, while pedagogical reasoning became increasingly marginal. Key influences were technical novelty, inconsistent self-organization, unclear task requirements, and reluctance to seek instructor support. The findings suggest that early and structured scaffolding may help prevent technical demands from overshadowing pedagogical reasoning.
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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
EURASIA J Math Sci Tech Ed, Volume 22, Issue 10, October 2026, Article No: em2928
https://doi.org/10.29333/ejmste/19400
Publication date: 25 Sep 2026
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