Enabling pre-service chemistry teachers' development of Technological, Pedagogical, and Content Knowledge (TPACK) through case-based lesson planning

Abstract

This study aimed to enable technological, pedagogical, and content knowledge (TPACK) development among pre-service teachers based on case-based lesson planning. A total of 21 pre-service chemistry teachers having a bachelor’s degree participated in the study during their pedagogical certificate program in Turkey. Data were collected using analysis of instructional plans and open-ended questions. Results showed that case-based lesson planning provided a successful context for helping pre-service teachers to develop content knowledge (CK), technological knowledge (TK), pedagogical knowledge (PK), and TPACK knowledge as the basis for designing effective technology-integrated chemistry lessons.