Abstract

RAMNARAIN, Umesh  and  MALOPE, Memory. Comparing the technological pedagogical content knowledge-practical proficiency of novice and experienced life sciences teachers. S. Afr. j. educ. [online]. 2023, vol.43, n.4, pp.1-10. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v43n4a2230.

The purpose of this study was to assess and compare the technological pedagogical content knowledge-practical (TPACK-Practical) proficiency of novice and experienced South African life sciences teachers. A quantitative design was followed and 155 life sciences teachers participated. A 17-item questionnaire was administered to establish the TPACK-P proficiency levels of the life sciences teachers. Five TPACK-P proficiency levels were identified based on the questionnaire responses, namely: level 0 (lack of use of information communications technology [ICT]); level 1 (basic understanding of ICT use); level 2 (simple adoption of ICT use); level 3 (infusive application of ICT); and level 4 (reflective application of ICT use). The ANOVA test showed that there was no significant difference between the TPACK-P proficiency of novice and experienced teachers. Based on responses to the questionnaire, the majority of the teachers who participated in the study demonstrated level 3 proficiency. A small percentage of teachers displayed levels 1, 2, and 4 proficiencies across the groups. We conclude with a recommendation for professional development to support the teachers' TPACK-P better. The purpose of such a professional development programme should be to instil a deeper appreciation of ICT within life sciences teachers and to capacitate them to integrate ICT during their classroom practice, ultimately conducting lessons that are more meaningful to the learners.

Keywords : life sciences teacher; pedagogical content knowledge (PCK); Rasch analysis (RA); technological pedagogical content knowledge-practical (TPACK-P) proficiency level; technology integration.

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