EXAMINING CHEMISTRY-SPECIFIC TPACK DIMENSIONS IN PRE-SERVICE CHEMISTRY TEACHERS

Abstract

This scholarly endeavor seeks to ascertain the ramifications of a quincennial TPACK curriculum upon the ontogeny of chemistry-specific proficiencies within nascent chemistry pedagogues. The experimental cohort (comprising 32 quartic-year students specializing in chemistry pedagogical training) engaged in the contrived curriculum, encompassing both theoretical and practical didactics concerning the utilization of technology within the ambit of chemistry instruction. Conversely, a control cohort of 35 students adhered to the conventional educational paradigm. A chemistry-specific TPACK assessment served as a metric of performance, affording an objective appraisal of the strata of technological, pedagogical, and subject-matter expertise in potential chemistry educators, in contradistinction to the deployment of generalized TPACK surveys. The empirical outcomes manifested a pronounced augmentation in technological-subject, technological-pedagogical, and integrative competencies amongst the experimental cohort, alongside a preeminence in the aggregate TPACK score.  No appreciable alterations were discerned within the control group. The salient discrepancies between the groups corroborate the efficacy of the TPACK curriculum in fostering technology-affiliated proficiencies. The findings underscore the salience of incorporating such curricula within chemistry teacher training programs to enhance the caliber of chemistry education and cultivate pedagogues capable of seamlessly integrating technology into their praxis. This investigation permits a profounder comprehension of the TPACK paradigm through its adaptation to the idiosyncrasies of chemistry education. It contributes to the evolutionary trajectory of TPACK theory, rendering it more germane to specific disciplinary domains. The discoveries may facilitate the development of efficacious chemistry teaching practices that seamlessly integrate technology and are congruent with chemical content. From a pragmatic standpoint, the assessment outcomes can be leveraged to select and evaluate aspirants for chemistry teaching positions, guaranteeing that they possess the requisite competencies for pedagogical success.