The Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge and Their Self-Efficacy

Aksaray University, Turkey

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The main purpose of this study was to evaluate pre-service science teachers’ technological pedagogical content knowledge (TPACK) and the self-efficacy toward TPACK throughout one academic year. Using a mixed-methods research design, this study was carried out with senior pre-service science teachers within the 2010-2011 academic year. The TPACK model used in this research was adapted from Magnusson, Krajcik and Borko’s (1999) PCK model. At the beginning of the fall semester, 27 pre-service science teachers participated in a 5-week training program that was designed in accordance with the TPACK components. For the following eight weeks, pre-service science teachers prepared technology enriched lesson plans related to various science topics, and completed microteaching. In the spring semester, six pre-service teachers were selected from a pool of 27 pre-service science teachers and observed in the middle school.

The quantitative data were collected via TPACK survey, and three-tier heat and temperature test. The qualitative data were collected via pre-service teacher information form, interview form, focus group interview form, methods of teaching science II course practices evaluation form, school experience performance self-evaluation form, TPACK evaluation form toward heat-temperature concepts, TPACK and classroom images evaluation form, videotape records, blog comments, lesson plans and materials.

Using the Statistical Package for the Social Sciences (SPSS) 11.5, the data was analyzed by descriptive statistics obtained from the quantitative data. Qualitative data was analyzed by the NVivo 9.0 package program employing descriptive analysis, content analysis, and constant comparison method.

When the findings obtained from fall semester are examined within the TPACK components, it was shown that pre-service science teachers’ knowledge of technology integrated science and technology curriculum were completely adequate, and their knowledge of orientations toward science teaching with technology are somewhat adequate. Through two semesters, six pre-service science teachers’ TPACK level was compared in terms of TPACK components. These results showed that pre-service teachers’ knowledge of using technological tools for helping students to learn a specific science topic increased during the spring semester.

When 27 pre-service science teachers’ self-efficacy level toward TPACK was evaluated, it was found that their level increased at the end of fall semester (when compared to the beginning of that semester). On the contrary, a statistically significant difference was not found between the self-efficacy level at the end of the fall semester and at the end of the spring semester.


Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N.G. Lederman (Eds.), Examining Pedagogical Content Knowledge (p. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Thesis full reference:

Canbazoğlu Bilici, S. (2012). The pre-service science teachers’ technological pedagogical content knowledge and their self-efficacy. Unpublished Doctoral Dissertation, Gazi University, Ankara, Turkey.


Sedef Canbazoğlu Bilici

Aksaray University,

College of Education,


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