Science Teachers’ Technological Pedagogical Content Knowledge: An Explanatory Sequential Design

Abstract

This explanatory sequential mixed-method study aims to investigate science teachers’ technological pedagogical content knowledge (TPACK) competencies and determines their TPACK indicators based on the TPACK-Deep framework. The participants were 136 science teachers (85 females and 51 males) from a small city where 232 science teachers work. Three of them with different TPACK competencies participated in the qualitative part to observe actual classrooms. Data sources were the TPACK-Deep scale, classroom observations, video recordings of the instruction, and semi-structured interviews. For the quantitative part, data were analyzed by descriptive statistics using the IBM SPSS 26.0 version. In addition, the qualitative data were analyzed based on deductive and inductive content analyses. Deductive analysis was made using the “Table of Indicators and Competencies of Technopedagogical Education”. The findings showed that science teachers’ TPACK competency was high. Science teachers with higher TPACK competency scores showed a high number of classroom indicators whereas teachers with low TPACK competency demonstrated a lower number of classroom indicators. Although the teacher with a high TPACK competency showed more TPACK indicators than medium and low levels, their overall number of TPACK indicators was similar and low. Therefore, the current study also revealed that science teachers’ self-assessment scores do not fit their TPACK in action indicators. Keywords: mixed-method, science education, TPACK, transformative model.