Pre-Service Teachers' Maturing Perceptions of a TPACK- Framed Signature Pedagogy in Science Education

This article shows an action research study that aimed to determine the changes in pre-service teachers  perceptions of signature pedagogy that integrate the relation between technological, pedagogical, and science content knowledge.

the data were collected by journal entries at the beginning and the end of science method course. and the pre-service teacher respond to these question as following :

Question One : what is their understanding about the relation between technological, pedagogical, and science content knowledge ?

the results indicates that are three main themes and two minor theme of their respond as the following:

Theme One: technologies will be incorporated into science teaching by using the simulation ,video, social media in their classroom teaching.

Theme Two: societal commentary toward the digitally-savvy nature of modern day students . this theme focused on bent of student in current class.

Theme Three : confidence will increase in using the technology integrated in pedagogy and science content.

Theme Four: changing perspective of the type  technology is a tool.

Theme Five : the content knowledge is a key factor to select the technology to be integrated into science teaching.

Question Two: How will incorporate aspects of this relationship into their science teaching?

Theme One: change perspective from "I will use everyday"to "I will find the appropriate place for it"

Theme Two: a shifting perspective describing who is using the technology.