Abstract
The purpose of this research study was two-fold. Firstly, it was to capture, portray and develop the practical knowledge of technological pedagogical content knowledge (TPACK-P) proficiency levels of Physical Sciences teachers using an empowerment evaluation approach. Secondly, it was to investigate and determine the impact of teacher’s attitudes and beliefs on their behavioural intentions to integrate Information and Communication Technologies (ICT) into their science lessons and to determine the factors that influence their intentions to integrate ICT into their science lessons. This study adopted a mixed-methods case study design within a pragmatic research paradigm. For the collection of data, a sequential mixed-methods design was followed. The sample consisted of five Physical Sciences teachers from 5 schools in the Johannesburg Central District. The study was conducted in five phases. Phase 1 required the researcher to identify the TPACK-P proficiency levels of the teachers as well as to investigate the impact of the teacher’s attitudes and beliefs on their behavioural intentions to integrate ICT into their science lessons by administering two questionnaires, the TPACK-P and the teacher attitudes and beliefs questionnaires. Phase two involved the conducting of interviews and classroom observations prior to the professional development programme. Phase three required the researcher to implement a professional development programme that employed the principles of empowerment evaluation to establish its impact on the teacher’s TPACK-P proficiency levels as well as their attitudes and beliefs about ICT integration. Phase four involved the administering of the same questionnaires to determine if there was a change in the teachers TPACK-P proficiency levels and if there was a positive shift in their attitudes and beliefs about ICT integration. Phase five involved the conducting of interviews and classroom observations after the professional development programme in order to establish if the empowerment evaluation approach was able to have a positive impact on both the teachers TPACK-P proficiency levels and their intentions to integrate ICT into their science lessons. The data collection methods were semi-structured interviews, classroom observations, the administering of the TPACK-P questionnaire and the teacher attitudes and beliefs questionnaire.
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The findings from this research study indicated that the empowerment evaluation approach was able to positively impact both teacher’s TPACK-P proficiency levels as well as improve their behavioural intentions to integrate ICT into their science lessons.
Based on the findings from this research study, this researcher recommended firstly, that the DBE needs to adequately resource all schools with the necessary ICT resources and infrastructure. Secondly, it is vital that PD programmes be implemented to train teachers on how to integrate ICTs into their lessons. Based on the teachers’ experiences and the research on ICT integration PD, it would be advisable for the DBE and GDE PD programmes to concentrate on subject-specific ICT integration. The findings from this study have shown that EE is an appropriate approach to accomplish this task as its use with the teachers not only improved their TPACK-P proficiency levels, but also improved their attitudes towards ICT integration and its benefits as well as made them more competent and confident to use ICT in their lessons.
Keywords: Empowerment evaluation, TPACK-P, ICT integration, in-service teachers, professional development, teacher attitudes and beliefs about ICT integration, mixed-methods design