Examining the Technological Pedagogical Content Knowledge (TPACK) of Biology Educators: A Case Study on Pre-service and In-service Teachers in Preparation for Applying STEM Education

Abstract

<p>Despite the growing popularity of STEM education as an emerging concept in various educational fields, limited research exists on in-service and pre-service educators in STEM-related disciplines, especially biology. By using the STEM-TPACK framework, the first phase of this research project adopted a quantitative approach and found the differences in readiness of in-service and pre-service biology teachers to implement STEM education as reflected in their views of Technological Pedagogical Content Knowledge (TPACK). As the second phase of this research project [<a title="Chen, F., Tse, A.W.C.: A survey of pre-service and in-service biology teachers’ technological pedagogical content knowledge (TPACK) in implementing STEM education. In: Proceedings of the 15th International Conference on Education Technology and Computers (ICETC 2023). University of Barcelona (2023)" href="https://link.springer.com/chapter/10.1007/978-981-97-4243-1_8#ref-CR1">1</a>], this study used a qualitative approach that went deeper, aiming to examine the differences, strengths, and weaknesses of biology educators in implementing STEM education in Guangdong Province, the most populous province of China. Interviews were conducted to collect insights from 12 participants. The results revealed that pre-service teachers demonstrated enthusiasm and willingness to learn educational technologies, as well as a strong grasp of pedagogical knowledge. However, their lack of teaching experience and limited familiarity with biology and STEM content posed challenges when implementing STEM education. In-service teachers, on the other hand, exhibited stronger expertise in biology and STEM-related subjects, along with well-developed teaching skills and confidence. However, they were less inclined to embrace emerging technologies and may have fixed thinking patterns. Suggestions from in-service teachers to pre-service teachers varied, focusing on meeting student needs, learning from experienced teachers, and developing technological skills. These findings aligned with previous studies and highlighted the need for continuous professional development to enhance technical expertise and effectively integrate technology into teaching practices for both pre-service and in-service educators. However, it is important to acknowledge the limitations of this case study and future research should consider exploring the implementation of STEM education across various disciplines in mainland China.</p>