كفايات المعرفة البيداغوجية و التكنولوجية للمحتوى (TPACK)‎ لدى معلمي الرياضيات قبل الخدمة : دراسة ميدانية تطويرية

Abstract EN

This study aimed to explore the level of Technological Pedagogical Content Knowledge (TPACK) of pre-service mathematics teachers, and investigate If mathematics teachers' TPACK levels differed in terms of gender and training courses in education technology.

Tools of the study included: a scale of TPACK competency among preservice mathematics Teachers, a Cognitive aspect associated with the TPACK competencies test, an observation sheet of the teaching performance of preservice mathematics teachers according to TPACK framework, The validity and reliability of the study tools were established before their use in the study.

Developmental Research Method procedures were followed; Data were collected from 200 Preservice Mathematics Teachers, suitable statistical treatment was used, Results indicated that pre-service mathematics teachers had moderate level of TPACK Competencies as measured by the different study tools.

In terms of pre-service mathematics teachers' perspectives, they showed an amatively moderate level of Competencies (52.2% ), this is consistent with results obtained from Cognitive test, with a moderate level of Competencies (52% ).

Yet, their instructional practices as measured by observation sheet reflected obvious weaknesses (37% ).

Further, results of the study showed no statistically significant difference in pre-service mathematics teachers Competencies in terms of genders, statistically significant difference in their Competencies as a result of receiving training courses in education technology.

Based on these results, a training program was suggested to overcome these weaknesses in teachers` TPACK Competencies to cope with 21st century skills