Fostering Discipline-Specific TPACK Development: A Comparative Study of English Language and Early Childhood Pre-Service Teachers
in: Exploration of K-12 Teaching and Learning for Teacher Educators , Martha Ann Wilkin, Editor, IGI Global yayınevi, Illinois, pp.1-410, 2025
- Publication Type: Book Chapter / Chapter Research Book
- Publication Date: 2025
- Publisher: IGI Global yayınevi
- City: Illinois
- Page Numbers: pp.1-410
- Editors: Martha Ann Wilkin, Editor
- Akdeniz University Affiliated: Yes
Abstract
This study examines, from an interdisciplinary perspective, the Technological Pedagogical Content Knowledge (TPACK) development of 32 teacher candidates enrolled in English Language Education (PSELTs) and Early Childhood Education (PSECTs) programs during a 14-week technology-based micro-teaching process. Employing a mixed-methods design, quantitative data were collected through preand post-tests and analyzed using t-tests and MANOVA, while qualitative data were obtained via semi-structured interviews. The findings indicate that both groups improved their TPACK levels, with PSELTs demonstrating notably greater gains in TPK and TPACK dimensions. Qualitative results show that PSELTs employed animations and interactive games more flexibly, creatively, and in a student-centered manner aligned with pedagogical objectives. In contrast, PSECTs initially experienced anxiety and perceived inadequacies in using technology but progressed to more advanced applications as they developed foundational skills.