The Role of TPACK in Physics Classroom: Case Studies of Preservice Physics Teachers

Abstract The technological pedagogical content knowledge (TPACK) is currently considered as an essential framework for promoting instructional competency of the 21st century teachers. Computer-based learning environments have become commonplace in teaching practice toward building more effective approach for students learning process. This paper presents a journey of the transformation of TPACK in three preservice physics teachers, as they participated in a case-based ICT in education module paralleled with an internship course of teaching specific courses in school, into characteristics of their teaching methods in physics classroom using computerized laboratory environments. Also, the paper presents the results of their study on high school students’ physics learning that showed the impact of their design teaching methods for specific content knowledge of physics. In the end, the paper puts forward to considerations and challenges about the preparation of physics teachers

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