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RESEARCH PAPER
Pre-service teachers’ self-concept and views toward using ICT for teaching science
1
Department of Curriculum Studies and Higher Education, University of the Free State, Bloemfontein, Free State, SOUTH AFRICA
Publication date: 2022-08-25
EURASIA J. Math., Sci Tech. Ed 2022;18(9):em2154
KEYWORDS
ABSTRACT
There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills
regarding the use of information and communication technologies (ICTs) for teaching science.
Using the technology acceptance model as theoretical lens, this paper explores the self-concept
and views of PSTs in their final year of study regarding their competences to teach science with
ICTs. A mixed methods design was used to collect data from 506 PSTs in two phases. In the first
phase, all participants responded to a technological pedagogical and content knowledge
questionnaire. In the second phase, semi-structured interviews were used to collect data from a
subsample of 28 participants. Results showed that PSTs still underestimate their competences to
teach science with ICTs and the majority believe that different school situations and lack of use of
ICTs by mentor teachers contribute to failure to build on their competences. Findings also
revealed that PSTs have the highest perceived knowledge in technological pedagogical
knowledge (TPK) and lowest in technological knowledge. We suggest that PSTs have
opportunities to develop their technological content knowledge (TCK) through self-directed
learning for it to be on par with their TPK. A linear relationship in the development of PSTs’ TCK
and TPK would ensure improved instructional quality in science classrooms. This paper suggests
different strategies to build PSTs’ independency in the use of ICTs to teach sciences.
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