Investigation of Secondary School Mathematics Teacher Candidates' Technological Pedagogical Content Knowledge and Information Technology Use through Online Photovoice Method

In this study, the areas that pre-service mathematics teachers associate with their use of information technology and their Technological Pedagogical Content Knowledge (TPACK) were examined. In this qualitative study, data were collected from 98 pre-service mathematics teachers using the Online Photovoice (OPV) method. In the analysis of the data, Online Interpretative Phenomenological Analysis (OIPA) was used to examine pre-service teachers' information technology uses and TPACK separately with a holistic approach. Information technology usage and demographic characteristics of the participants were examined in line with the data obtained through OPV. As a result of the analysis, it was found that the participants were able to use computers at an intermediate level, very few of them were able to receive expert support. They used technology frequently and used social networking sites the most. The data obtained for TPACK were analyzed in three stages by the researcher and a mathematics education specialist. As a result of the analysis, 13 different main themes emerged. It was determined that mathematics teachers mostly expressed TPACK with main themes such as life, knowledge increase, concretization, and education. On the other hand, it was determined that the participants associated TPACK mostly with the microsystem elements of the ecological systems theory and the effect of this association decreased as the system expanded.