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This research aimed to develop an innovative method course for fostering 54 pre-service science teachers’ technological pedagogical and content knowledge (TPACK). In addition, classroom observation was also used during pre-service science teacher practicum as follow-up case study to find out changes. The course activities were designed to emphasize on critical thinking, practice and reflection. Data were collected by using questionnaires, self-report of TPACK, semi-structured interviews, observation form, and lesson plans. The data analysis was done by using content analysis. For credibility of data triangulation. The results showed that the 32 pre-service teachers (59.25%) were worried that they did not have strong content knowledge would determine appropriate methods of teaching and the selection and utilization of technology. Accordingly, the course was modified by setting the content that pre-service teachers did not understand to be a practical topic in microteaching practicing. This resulted in that pre-service teachers had more accurate knowledge of the content. As field monitoring during the practicum, it was found that pre-service teachers could choose to use technologies such as PhET programs which suitably fitted with the chosen content and they also could design proper teaching methods that were in consistency with the context. This research results suggest that they need to check their content knowledge as priority before developing other competencies. As pre-service teachers have proper and correct content knowledge, they will be able to integrate technology into their pedagogy and content knowledge. In addition, for teacher preparation programs, the focus should be placed on TPACK integration as core competency, which pre-service teachers can use for their science learning management in order to help students achieve the goals and be responsive to society.
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