Tuğba TAFLI, Tahir ATICI
Selcuk University & Gazi University, Turkey


Information and communication technologies, which are currently changing and improving, affect the life circle of humanity. Such technologies, which also take place in the field of education and which are currently updated and practiced by the teachers, are of great significance. Not only the qualified teachers should be equipped with the subject matter of the field and with pedagogical information, but also they should have expertise in technological information. Pre-service teachers who have expertise in Technological Pedagogical Content Knowledge (TPACK) regarding the interaction between above-mentioned technologies, are going to be one of the most important and essential investments for the humanity. In this respect, the major concern of this research is to examine and develop the TPACK levels of the pre-service biology teachers. According to the aim of this research microteaching method is applied to thirty-nine pre-service biology teachers who are affiliated to pedagogical formation certificate program for 14 weeks. In this research content analysis technique which is one of the qualitative method techniques has also been applied. The data have been collected via semistructured interview form and have been submitted to content analysis through ATLAS.ti package program. Though studying with a small group, such a qualitative research provides researchers with detailed and in-depth information. Moreover, content analysis is defined as a research technique composed of text composition, classification, comparison and inference. As a result the research there is significant change and improvement in the application of TPACK. After the application of this process pre-service teachers have become aware of integrating teaching technologies; of developing their imaginations and creativities in the process of course material preparation, of obtaining teaching-experience to increase self-confidence, and of improving themselves in every respect.


Technological Pedagogical Content Knowledge, Teacher education, Microteaching