Exploring the influence of the PGCE life sciences program on the preparation of pre-service teachers for their TPACK at a South African university.

Abstract

ABSTRACT Teacher education is vital in equipping and preparing pre-service teachers, with the necessary skills to teach effectively. A key part of this preparation is the development of Technological Pedagogical and Content Knowledge (TPACK). Pre-service science teachers are considered TPACK-prepared if they can successfully link the three core knowledge components - pedagogy, content, and technology - in their instructional designs. However, the PGCE teacher education program is completed in a single year, this is a problem as preservice teachers enrolled at the PGCE program do not necessarily have adequate exposure and sufficient time to be well prepared to link their content knowledge with their pedagogical and technological knowledge so that they effectively integrate technology in their science classroom. Anchored in the TPACK framework (Mishra & Koehler, 2006) and the Synthesis of Qualitative Data (SQD) model (Tondeur et al., 2012), this study explored the influence of the Life Sciences PGCE teacher program on ensuring that its preservice teachers are prepared to teach in terms of their TPACK. The study took a qualitative research approach and the data was collected using semi-structured interviews, lesson observations and document analysis of 5 sampled Life Sciences PGCE preservice teachers and 2 PGCE lecturers at a South African University. Analysis of the qualitative data followed a thematic method, which included selecting and assigning codes and recurring themes. The findings of this study revealed that the PGCE Life Science program has intervened through microteaching, minilesson, and Teaching Experience (TE) and other strategies to ensure the preservice teachers are thoroughly prepared for future teaching practice in terms of their TPACK readiness. Secondly findings indicated that limited time, minimal exposure to digital training during the program, lack of mentorship during TE and infrastructural challenges as some of the difficulties in the program. The study recommends that to better prepare future teachers, PGCE programs must strengthen digital training, promote interactive teaching strategies, and provide structured mentorship during Teaching Experience. The preservice teachers also recommended that the program duration should be extended, the 1-year is not adequate. The study highlighted the need for curriculum reforms that embed subject-specific digital pedagogy and mentorship. Future research should explore longitudinal TPACK growth and scalable support models in teacher education. KEYWORDS: Life Sciences PGCE, Preservice teachers, Science Teacher Education, TPACK