Malope, M. L. (2021). Comparing the technological pedagogical content knowledge-practical proficiency of novice and experienced life sciences teachers (Publication No. 28935414) [Master’s thesis, University of Johannesburg]. ProQuest Dissertations & Theses Global.

Abstract:

“Teachers strive to make teaching and learning meaningful for learners by integrating technology during their classroom practice. It is therefore imperative that teachers improve and develop their TPACK, because the use of technology is changing at a faster pace. According to Ay et al. (2015) TPACK-P is the knowledge teachers develop from long-term experience in planning and teaching instruction with flexible ICT use to support different instructional needs.The purpose of this study was to compare the TPACK-P proficiency of novice and experienced Life Sciences teachers. It was necessary to compare the teachers, thus to identify Life Science teachers that appear to be performing better, and prompt a search for ways to improve those that are not performing well.An explanatory sequential mixed-method design was followed for this study and 155 Life Sciences teachers participated. This study began by administering a 17-item questionnaire to establish the TPACK-P proficiency levels of the Life Sciences teachers. There are five proficiency levels identified namely, level 0 (lack of use of ICT), level 1 (basic understanding of ICT use), level 2 (simple adoption of ICT use), level 3 (infusive application of ICT) and level 4 (reflective application of ICT use).Rasch analysis was used to analyse the quantitative data. The mean score and standard deviation for the frequency with which the Life Sciences teachers select an option corresponding to a proficiency level was calculated. After establishing the proficiency level of the Life Sciences teachers Three groups were identified, with group 1 consisting of 36 teachers with teaching experience of 1-7 years, group 2 consisting of 43 teachers with teaching experience of 8-14 years and group 3 consisting of 76 teachers with 15 and more years of teaching experience. The proficiency levels of the three groups were compared.The ANOVA test findings of the study showed that there was no significant difference in the TPACK-P levels across the three groups. Based on responses to the questionnaire, the majority of the teachers who participated in the study demonstrated level 3 proficiency. A small percentage of teachers displayed levels 1, 2 and 4 across the three groups.Qualitative data were collected by means of interviews. In addition, five teachers were randomly selected from each group for interviews. The interviews were conducted in order to probe more deeply into teachers’ understanding of the instructional scenarios that were provided to them in the questionnaire. A videoembedded interview schedule was used to conduct the interviews. The data from the interviews was transcribed and coded using the Saldana coding. Codes were assigned to various statements of the transcripts. A video-embedded coding rubric pertaining to the proficiency levels was then used to analyse the qualitative data. This was done to validate the proficiency level revealed by the teachers during the quantitative phase of data collection. It was discovered that teachers who achieved a higher proficiency level during the quantitative study, scored at a lower proficiency level during the qualitative study.The study concludes with a recommendation for professional development to better support the teachers’ TPACK-P. The purpose of any professional development programme should be to instill a deeper appreciation of ICT within Life Sciences teachers and to capacitate the teachers to integrate ICT during their classroom practice, ultimately conducting lessons that are more meaningful for the learners.”