Transforming Pre-service Teachers' Technological Pedagogical and Content Knowledge through a Case-based ICT module

Abstract

Recently, It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for 21st century teachers, the epistemology of technological pedagogical and content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service teachers. In order to develop the pre-service teachers’ competency regarding effective integration of technologies into teaching specific content areas, a case-based ICT module was presented to 43 of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Faculty of Education, Khon Kaen University, Thailand. The pre-service teachers were investigated instructional design competency of using ICT tools into classroom teaching practice in order to support student learning process of specific content area. The results showed that the pre-service teachers’ TPACK has been transformed after participating with the case-based ICT module. In an effort to better serve the needs of high quality teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for 21st century teachers. By the way, case based approach can play an effective part in preparing and professing the TPACK competency for teachers.