1Research Associate, Department of Computer Education, Korea National University of Education(KNUE), Republic of Korea
2Professor, Department of Computer Education, Korea National University of Education(KNUE), Republic of Korea
*Corresponding author: Youngjun Lee Professor, Department of Computer Education, KNUE, Republic of Korea, E-mail: yjlee@knue.ac.kr
Online published on 21 September, 2018.
The study examined the effect of the TPACK-P education program on the teaching expertise of pre-service teachers.
For the study, 57 pre-service teachers were divided into three groups; educational programs differing in content were conducted in each group. The self-efficacy scale developed by Kim and Cha (1994) was used to analyze the changes in the teaching expertise of pre-service teachers. The test results were analyzed before and after the educational program, comparing the self-efficacy of pre-service teachers according to the education program.
ICT-based education programs and programming-based education programs did not affect preservice teachers’ self-efficacy, which contrasted with the results of previous studies and appeared to reflect the influence of the Korean cultural context. Meanwhile, the programming-based TPACK-P education program was effective in developing self-efficacy among pre-service teachers, showing an effect on self-regulated efficacy. Thus, through the TPACK-P education program, it was confirmed that pre-service teachers were effective in improving the expectation of efficacy when improving teaching processes using programming. Taken together, the TPACK-P education program was effective in developing the expertise of pre-service teachers.
This study did not measure the development of practical teaching; Future research, should take a longitudinal approach and also address specific aspects of self-efficacy related to education and technology.
TPACK, Teaching expertise, Pre-service teacher, Self-efficacy, Programming
