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ERIC Number: EJ1146182
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2304-9650
Online Case-Based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge
Saltan, Fatih
European Journal of Contemporary Education, v6 n2 p308-316 2017
The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers' self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest-posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service classroom teachers studying in a public university. There were two classes which were randomly assigned to experimental (n = 78) and control (n = 82) groups. The eight video cases were developed by the researchers based on an analysis of relevant learning content and real stories. During 10 weeks only pre-service teachers in the treatment group were participated in an online case-based learning environment and investigate video cases. An "Academic Motivation Scale" consisting of 20 Likert-type questions was used to measure pre-service teachers' academic motivation. The data were analyzed using two-way ANOVA statistical analysis with SPSS 20 packet program. The results showed that using online case-method significantly improved TCK and TK subdomains. However, pre-service classroom teachers' self-confidence on technological pedagogical content knowledge did not improve significantly.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A