Bilgi ve iletişim teknolojileri (BİT) eğitimiyle ilköğretim matematik öğretmen adaylarının teknolojik pedagojik alan bilgilerinin (TPAB) gelişiminin incelenmesi

This study aims to reveal the development of Technological Pedagogical Content Knowledge (TPACK) of pre-service elementary mathematics teachers during their Information and Communication Technologies (ICT) education. This research was conducted with eight third-year pre-service teachers enrolled in the Elementary Mathematics Education program at a university in Ankara, employing a multiple-case holistic design. Two groups of four pre-service teachers were treated as separate case studies. The pre-service teachers received four weeks of ICT tool education as part of a technology-enhanced course they were taking in the spring semester of the 2024-2025 academic year. Before the education, interviews were conducted to determine the pre-service teachers’ experiences regarding the use of technology in mathematics teaching. Following the education, the pre-service teachers were asked to prepare lesson plans, microteaching implementations of the prepared plans were then conducted, and they were encouraged to revise their lesson plans based on the feedback received. Interview data were analyzed descriptively using the MAXQDA program, and lesson plans were analyzed thematically according to the seven TPACK components. The analysis results showed that the pedagogical content knowledge component was dominant in both groups. The findings were interpreted within the framework of the five developmental levels of TPACK (Recognizing, Accepting, Adapting, Exploring, and Advancing). The study’s findings indicate that the pre-service elementary mathematics teachers made significant progress in their TPACK levels throughout the process. Both groups initially reached the “Recognizing” and “Accepting” levels; however, after completing the ICT tool education, preparing lesson plans, implementing, and revising processes, both groups progressed to the “Exploring” level.