Resumen

RAMNARAIN, Umesh  y  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.

Palabras clave : 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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