Abstract
This study examines the influence of contextual factors (intrinsic and extrinsic) on pre-service science teachers’ Technological pedagogical content knowledge (TPACK) development and enactment in teaching science. It adopted a three-phase sequential exploratory mixed methods and purposive sampling technique to select 129 pre-service teachers (PSTs) in their final year teacher education program that participated in this study. The study starts with the qualitative data collection of semi-structured interview and lesson observation from 10 pre-service teachers, then quantitative data collection (questionnaire survey) from 129 participants. Qualitative content analysis and quantitative analysis of exploratory factor analysis, confirmatory factor analysis, descriptive, correlation and path analysis were further employed. Path model was developed from the qualitative findings to explain how the contextual factors, namely, teacher factors, classroom (micro), school (meso) and national/state (macro) factors influence the pre-service science teachers’ TPACK, as well as interactions/interplays of these contextual factors with TPACK. Qualitative results identified both intrinsic factors, namely, teachers’ factors (knowledge, beliefs and attitudes, and confidence) and extrinsic factors, namely, classroom, school, and national/state level factors that influence PSTs’ TPACK development enactment in teaching science in this study. Given the complexity of context in teaching practice, the model explained 64% of the variance in pre-service science teachers’ TPACK in the quantitative study. The quantitative findings also indicated positive significant direct influence/effect of school factors, teacher factors, and national/state factors on the pre-service science teachers’ TPACK development and enactment, except the classroom factors. Rather the classroom factor showed positive insignificant indirect effects on the PSTs’ TPACK through the teachers’ factors in this study. Holistically, this study provides a useful model in guiding decision-makers, researchers, teacher educators and practitioners on how to enhance teaching in science education using technology based on a critical understanding of how contextual factors (intrinsic and extrinsic) influence PSTs’ TPACK development and enactment in teaching science within South Africa.
Keywords: pre-service science teachers, contextual factors, TPACK