Ismaeel, D. A., & Al Mulhim, E. N. (2022). E-teaching internships and TPACK during the COVID-19 crisis: The case of Saudi pre-service teachers. International Journal of Instruction, 15(4), 147-166. https://doi.org/10.29333/iji.2022.1549a

Abstract:

“This paper main aim is to compare the effect of a new electronic teaching
internship strategy and the traditional face-to-face teaching internship strategy on
the pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK)
skills. This paper highlights one consequence of the coronavirus (COVİD-19)
pandemic on education in a Saudi university’s college of education. The pandemic
forced pre-service teacher educators to find alternative teaching internship
strategies in place of the traditional face-to-face strategy. The research involved
120 pre-service teachers from two classes: 2019 (traditional) and 2020 (electronic).
The results showed significant differences between the two research groups
regarding their technological knowledge (TK) (p = 0.005), pedagogical knowledge
(PK) (p = 0.001), pedagogical content knowledge (PCK) (p = 0.000),
technological content knowledge (TCK) (p = 0.000), technological pedagogical
knowledge (TPK) (p = 0.000) and technological pedagogical content knowledge
(TPACK) (p = 0.000). These results strongly advocate the importance of blending
traditional and online teaching internship strategies to develop pre-service
teachers’ TPACK skills. The current study may also inform stakeholders,
curriculum developers, teacher educators, and designers of teacher preparation
programs to develop content-specific and technology-enhanced learning
opportunities linked to the most appropriate teaching methods. This may prepare
pre-service teachers for their responsibility to support their instruction using
technology, and to facilitate the digital transformation in education, one of the
main programs of Saudi Arabia’s Vision 2030.”