DEVELOPING SECOND-YEAR STUDENT TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH MICRO-TEACHING IN A LEARNING MANAGEMENT COURSE
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This study aimed to 1) study TPCK development through Micro-Teaching, 2) explore supportive and obstructive factors, and 3) assess post-instruction TPCK development. The sample comprised 92 second-year student teachers who enrolled in a Learning Management Course at a university in Surin Province during the second semester of 2022. A mixed-methods approach was utilized, combining qualitative and quantitative data from lesson plan analyses, field notes of observations, semi-structured interviews, document reviews, and questionnaires. The results demonstrated high post-instruction TPCK proficiency in TPCK components due to Micro-Teaching, with the highest scores in Technological Knowledge (TK) and the lowest in Technological Content Knowledge (TCK). Effective mentorship and robust technological resources were identified as key supporting factors, while challenges included insufficient content knowledge and inappropriate technology integration. Overall, TPCK development was high ( = 4.19, S.D. = 0.67), highlighting the effectiveness of Micro-Teaching in enhancing the instructional competencies of student teachers.
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