ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study
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Uludağ Üniversitesi Educational Faculty
Publication date: 2016-07-01
Corresponding author
Nuray Parlak Yilmaz   

Uludağ Üniversitesi Educational Faculty, Uludağ Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Görükle Yerleşkesi Nilüfer, 16059 Bursa, Turkey
EURASIA J. Math., Sci Tech. Ed 2016;12(1):133-152
Research findings indicate that conceptual understanding is a critical factor in both ICT learning and teaching success. For this reason, it is important that both learning and teaching concepts and principles in the field of ICT and this teaching should be done in accordance with pedagogical principles. Despite the increase observed in the number of studies investigating into the PCK of teachers and student teachers from different fields, there are still few studies and resources in the literature on ICT teaching. Starting from this need, this study aims to determine ICT student teachers' PCK about concept teaching.

Materials and methods:
This qualitative study was carried out with 12 student teachers. The student teachers were the fourth year students enrolled in the course of Special Teaching Methods II. The research data were obtained from three data resources. These were lesson videos, lesson plans and reflection reports belonging to student teachers.

it was determined that some student teachers could not distinguish concept knowledge, had misconceptions and difficulty determining conceptual features and used incomplete or incorrect concept definitions.

Starting from both this study and determinations made in the litarature, ICT teachers’ conceptions related to the field should be taken into consideration when training ICT teachers.

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