DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN USING COMPUTERIZED SCIENCE LABORATORY ENVIRONMENT: AN ARRANGEMENT FOR SCIENCE TEACHER EDUCATION PROGRAM

Abstract

Over the last decade, traditional educational practices in teacher education have not provided prospective teachers with all the necessary skills for teaching students to acquire the skills to cope with the challenges of society in the 21st century. For this reason, there is a worldwide trend toward producing teachers with high teaching competency. To promote competency in using technologies to the teaching of specific content in the classroom context, the epistemology of Technological Pedagogical Content Knowledge (now known as TPCK or TPACK) is used as a basis for designing a particular arrangement of courses for science teacher education programs, thereby to help meet the
needs of the 21st century teacher education development. In order to situate the transfer of how to cultivate TPACK in science teacher education program for others, this article demonstrates details of the alignment of courses for preservice science teacher preparation based on a proposed framework of a TPACK-based computerized laboratory environment for science teaching. Also, the implications of adaptation and the support of the transfer of the program would enable an effective transfer of design and practice in order to prepare preservice teachers in science teaching. The possibility of transferring such course arrangement to the other contexts of science teacher education programs could not be discounted.