The Effects of a Peer-Collaboration-Based TPACK Instruction on Elementary Pre-Service Teachers' Perceptions of Integrated Teaching Competency and Science Teaching Expertise

Purpose: This study aimed to analyze the effects of peer collaboration-based TPACK instructional program on elementary pre-service teachers' perceptions of integrated teaching competence (TPACK) and science teaching professionalism, and to explore the potential of practice-oriented teacher education. Methods: The participants of this study were 162 third-year elementary pre-service teachers assigned to either an experimental group or a control group. The experimental group participated in a peer collaboration-based TPACK instructional program for fifteen weeks, while the control group received traditional instruction centered on individual assignments. Data were collected through pre- and post-surveys using a TPACK perception scale and a science teaching professionalism perception scale, along with open-ended questionnaires. The collected data were analyzed both quantitatively and qualitatively using ANCOVA and content analysis. Results: Quantitative analysis revealed that the experimental group showed significant improvement in their perceived levels of TPACK and overall science teaching professionalism. In particular, their perceptions of integrated teaching knowledge and assessment demonstrated notably large effect sizes. Qualitative analysis indicated that the pre-service teachers expanded their practical understanding of lesson design and technology integration, and that their confidence in teaching and awareness of their roles as teachers improved through collaboration and reflection. Conclusion: The peer collaboration-based TPACK instructional program provided pre-service teachers with practical experiences in integrative thinking about and applying pedagogical, content, and technological knowledge within actual classroom contexts. It led to meaningful improvements in their self-perceived teaching competence and science teaching professionalism. Accordingly, elements such as practice-oriented integrated lesson design, collaborative activities, technology-centered instructional planning, and the construction of feasible lesson plans should be systematically incorporated into pre-service teacher education programs.