Pre-service teachers’ TPACK application in the context of interactive whiteboard-supported collaborative microteaching

The advent of educational technologies requires teachers to develop technological, pedagogical, and content knowledge (TPACK), particularly pre-service teachers (PSTs) who are the main force in the digital era. The current study organizes one-semester TPACK development program for 70 PSTs, grouped into 22 teams. The program aims to enhance PSTs’ TPCK through hands-on experience with Seewo-supported collaborative microteaching and reflections on their own and peers’ performances. Data from PST groups’ co-microteaching videos and their reflective journals are collected for thematic analysis. Results indicate that PSTs perceive the program as beneficial for TPCK development, while they tend to apply PCK more than TK and its intersections with PK, CK, and PCK. PSTs also recognize the importance of conteXtual knowledge (XK) of TPACK, showing their consideration on teaching contexts in designing technology-integrated classes. The findings helped researchers understand how PSTs practically integrate their TPCK into teaching and identify areas where PSTs may be inappropriately using TPCK or lacking understanding. This allows for personalized feedback and tailored interventions to enhance their TPCK for integrating technology effectively into teaching. Discussions and implications revolve around these findings.