ICT Student Teachers' Pedagogical Content Knowledge: A Case Study


YILMAZ N.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.12, no.1, pp.133-152, 2016 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 1
  • Publication Date: 2016
  • Doi Number: 10.12973/eurasia.2016.1217a
  • Title of Journal : EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Page Numbers: pp.133-152

Abstract

This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research data were obtained from three types of data resources: lesson videos, lesson plans and reflection reports written by student teachers. The lesson videos, lesson plans and reflection reports were subjected to a descriptive analysis process. In the study, it was determined that some student teachers could not distinguish concept knowledge, had misconceptions and difficulty determining conceptual features and used incomplete or incorrect concept definitions. Moreover, the student teachers did not use examples and analogies effectively during teaching.