IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 123 - 160
Published: April 18, 2025
This study examines, from an interdisciplinary perspective, the Technological Pedagogical Content Knowledge (TPACK) development of 32 teacher candidates enrolled in English Language Education (PSELTs) and Early Childhood (PSECTs) programs during a 14-week technology-based micro-teaching process. Employing mixed-methods design, quantitative data were collected through pre- post-tests analyzed using t-tests MANOVA, while qualitative obtained via semi-structured interviews. The findings indicate that both groups improved their TPACK levels, with PSELTs demonstrating notably greater gains TPK dimensions. Qualitative results show employed animations interactive games more flexibly, creatively, student-centered manner aligned pedagogical objectives. In contrast, PSECTs initially experienced anxiety perceived inadequacies technology but progressed to advanced applications as they developed foundational skills.
Language: Английский