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Articles 31 - 60 of 68
Full-Text Articles in Education
Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel
Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel
Australian Journal of Teacher Education
Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers’ motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along …
The Impact Of Conducting Practitioner Research Projects On Teachers’ Professional Growth, Annette Hilton, Geoff Hilton
The Impact Of Conducting Practitioner Research Projects On Teachers’ Professional Growth, Annette Hilton, Geoff Hilton
Australian Journal of Teacher Education
There is growing interest in the effectiveness of practitioner research for promoting teachers’ professional learning. It is important to determine if and why practitioner research is effective for teachers, however, it is also necessary to determine what support they need to develop research skills to design and implement practitioner research. This article reports on a year-long pilot study that aimed to design a model of professional learning to enhance teachers’ research skills and support them to conduct their own research. The study involved 11 participants from four schools. Eight full-day workshops were designed to develop research skills and scaffold the …
The Role Of Teachers In Identifying And Supporting Homeless Secondary School Students: Important Lessons For Teacher Education, Monica Thielking, Louise La Sala, Paul Flatau
The Role Of Teachers In Identifying And Supporting Homeless Secondary School Students: Important Lessons For Teacher Education, Monica Thielking, Louise La Sala, Paul Flatau
Australian Journal of Teacher Education
Young people entering homelessness often do so while still at school. This study explores Australian teachers’ and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary services to keep students at school and at home or in some other form of safe and secure accommodation. The study revealed that although teachers and student support staff report awareness that student couch surfing exists; there are a range of barriers which prevent a student from seeking help. …
Influences Of Instructional Policies On Novice Teacher Cognition: Help Or A Hindrance?, Gokcen Gok Kaca, Nur Yigitoglu
Influences Of Instructional Policies On Novice Teacher Cognition: Help Or A Hindrance?, Gokcen Gok Kaca, Nur Yigitoglu
Australian Journal of Teacher Education
This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers’ cognitions. Two Turkish novice teachers of English took part in this study, in which qualitative data collection was employed. Findings revealed that the teachers encountered certain challenges in realizing the curriculum objectives. These included confusions regarding the curriculum followed in their teaching context and tensions between their beliefs and practices …
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Australian Journal of Teacher Education
This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
Australian Journal of Teacher Education
Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …
Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster
Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster
Australian Journal of Teacher Education
The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability …
Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses For Teachers, Meredith Falkiner, Donald Thomson, Belinda Guadagno, Andrew Day
Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses For Teachers, Meredith Falkiner, Donald Thomson, Belinda Guadagno, Andrew Day
Australian Journal of Teacher Education
Australian teachers are mandated to report instances of child maltreatment should they suspect a child is being maltreated. Some teachers are reluctant to make a report based on suspicion alone. This review examines the barriers that may prevent teachers from reporting. It is suggested that to overcome these barriers and form a reasonable belief that a child is being maltreated, teachers may attempt to seek out proof by questioning the suspected victim. Inappropriate questioning can have detrimental consequences such as wrongful reporting when maltreatment is not occurring, or worse, no report made when a child is being maltreated. Based on …
The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah
The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah
Australian Journal of Teacher Education
This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers’ pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei’s (2005, 2009) L2 Motivational Self System – one of the …
Pranayama Meditation (Yoga Breathing) For Stress Relief: Is It Beneficial For Teachers?, Stevie-Jae Hepburn, Mary Mcmahon
Pranayama Meditation (Yoga Breathing) For Stress Relief: Is It Beneficial For Teachers?, Stevie-Jae Hepburn, Mary Mcmahon
Australian Journal of Teacher Education
The effects of stress can have a significant impact on an individual’s personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath …
More Than Standardisation: Teacher’S Professional Literacy Learning In Australia?, Veronica Gardiner, Wendy Cumming-Potvin, Christine Kay Glass
More Than Standardisation: Teacher’S Professional Literacy Learning In Australia?, Veronica Gardiner, Wendy Cumming-Potvin, Christine Kay Glass
Australian Journal of Teacher Education
Current policies guiding literacy and teacher professional learning in Australia, tend to foreground the importance of standardised practice and assessment in classrooms and schools. However, enactments of print-oriented literacy and professional learning in alignment with this emphasis stand in contradiction with contemporary approaches, which implicate consideration of diversity and contextual relevance. This paper positions teacher problematisation and negotiation of this contradiction as key for broadening literacy learning horizons. Incorporating multiliteracies, Cultural Historical Activity Theory and sociocritical perspectives on policy and professional learning, the authors propose a multidimensional framework for exploring and supporting dynamic and conflictually sensitive teacher learning processes. Such …
How Well Prepared Are Australian Preservice Teachers To Teach Early Reading Skills?, Linda J. Meeks, Coral R. Kemp
How Well Prepared Are Australian Preservice Teachers To Teach Early Reading Skills?, Linda J. Meeks, Coral R. Kemp
Australian Journal of Teacher Education
Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early spelling patterns. Surveys were conducted in the final year of the teacher training courses and targeted students attending teacher education institutions providing teacher training in the area of early literacy. Although preservice teachers generally rated themselves as prepared to teach early reading, most demonstrated minimal to very poor knowledge of the components …
Teachers’ Perceptions Of The Impact Of Professional Development On Learning And Teaching In A Developing Nation, Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand
Teachers’ Perceptions Of The Impact Of Professional Development On Learning And Teaching In A Developing Nation, Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand
Australian Journal of Teacher Education
This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation …
Philippine Classroom Teachers As Researchers: Teachers’ Perceptions, Motivations, And Challenges, Mark B. Ulla, Kenneth Ian B. Barrera, Meller M. Acompanado
Philippine Classroom Teachers As Researchers: Teachers’ Perceptions, Motivations, And Challenges, Mark B. Ulla, Kenneth Ian B. Barrera, Meller M. Acompanado
Australian Journal of Teacher Education
This study explores teachers’ perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its benefits to their teaching practice and students’ learning process. Thus, job promotion is the motivating factor why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating to research trainings, receiving …
Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta
Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta
Australian Journal of Teacher Education
The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program enrolment guides, and through direct contact with institutions in Queensland, Australia. 101 education programs were narrowed down to 45 in early-childhood/primary education, and 8 online teacher-aide training programs. Findings indicate the urgent need for academics in institutions to begin working towards redesigning programs that deliver best practices in ASD for pre-service educators.
A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish
A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish
Australian Journal of Teacher Education
In New Zealand the Ministry of Education is committed to attracting and retaining ‘high quality individuals’ to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a …
Aboriginal Community Engagement In Primary Schooling: Promoting Learning Through A Cross-Cultural Lens, Angela Turner, Katie Wilson, Judith L. Wilks
Aboriginal Community Engagement In Primary Schooling: Promoting Learning Through A Cross-Cultural Lens, Angela Turner, Katie Wilson, Judith L. Wilks
Australian Journal of Teacher Education
This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate non-Aboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a ‘Pathway of Knowledge’ acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the …
Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng
Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng
Australian Journal of Teacher Education
Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden ‘emotional rules’ are embedded in the teaching practicum. The pre-service teachers’ negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. …
Perceptions On The Role Of A Pre-Service Primary Teacher Education Program To Prepare Beginning Teachers To Teach Mathematics In Far North Queensland, Philemon Chigeza, Cliff Jackson, Aaron Neilson
Perceptions On The Role Of A Pre-Service Primary Teacher Education Program To Prepare Beginning Teachers To Teach Mathematics In Far North Queensland, Philemon Chigeza, Cliff Jackson, Aaron Neilson
Australian Journal of Teacher Education
This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic …
Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak
Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak
Australian Journal of Teacher Education
This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. …
Validation Of The Malaysian Version Of The Teacher Education Program Coherence Questionnaire, Pauline Swee Choo Goh, Qismullah Yusuf
Validation Of The Malaysian Version Of The Teacher Education Program Coherence Questionnaire, Pauline Swee Choo Goh, Qismullah Yusuf
Australian Journal of Teacher Education
The main purpose of this study was to validate a Malay Language version of a 30-item teacher education program coherence questionnaire. Two different samples of preservice teachers completed the Malay translation of the questionnaire. Exploratory factor analysis (N=220) showed four types of perceived program coherence which had good internal consistency ranging from 0.79 to 0.86: ‘Opportunity to enact practice’, ‘Opportunity to analyze practice’, ‘Opportunity to connect ideas across courses’ and ‘Coherence between courses and practical experience’. The confirmatory factor analysis (N= 234) provided support for a four-factor model. In addition, an analysis of criterion validity of the four types of …
Developing An Understanding Of What Constitutes Mathematics Teacher Educator Pck: A Case Study Of A Collaboration Between Two Teacher Educators, Tracey Muir, Jill Wells, Helen Chick
Developing An Understanding Of What Constitutes Mathematics Teacher Educator Pck: A Case Study Of A Collaboration Between Two Teacher Educators, Tracey Muir, Jill Wells, Helen Chick
Australian Journal of Teacher Education
Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachers’ knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining school teachers’ knowledge for teaching mathematics to school students, to studying teacher educators’ knowledge for teaching teachers. This raises the question of what is the nature of this knowledge as required by teacher educators, and how evident is it in their practice? This paper documents the interactions among two …
Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch
Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch
Australian Journal of Teacher Education
A variety of public critiques, reports and government reviews into Initial Teacher Education (ITE) in Australia and globally have called for a rethink on teacher education. Similarly, key researchers such as Hattie (2011), Smith and Lynch (2010) and Ingvarson et al. (2014) have argued for new, innovative approaches to ITE that are able to provide alternative pathways to the training of teachers. From this perspective the current article examines several models and features of ITE in terms of innovation. This examination provides clarification concerning the nature and role of ITE reform, as well as a series of arguments highlighting the …
The Complexity Of Practicum Assessment In Teacher Education: An Examination Of Four New Zealand Case Studies., Karyn M. Aspden
The Complexity Of Practicum Assessment In Teacher Education: An Examination Of Four New Zealand Case Studies., Karyn M. Aspden
Australian Journal of Teacher Education
Practicum is a key element of initial teacher education (ITE) programmes, designed to support the professional growth of student teachers. Practicum is also a key point of assessment, leading to a determination of the student’s professional growth and their readiness to teach and enter the teaching profession. This study sought to understand the way in which the assessment of practicum was enacted and experienced within New Zealand early childhood ITE programmes. Case study methodology was used to explore the experiences of practicum triads from four participating institutions. Data included recordings of triadic assessment meetings, post-assessment interviews with the student teachers, …
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Australian Journal of Teacher Education
The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes …
Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones
Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones
Australian Journal of Teacher Education
It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment – often a tenuous and unsupported transition into the profession - it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook ‘memory work’ based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small …
Dimensions Of Professional Growth In Work-Related Teacher Education, Leena Aarto-Pesonen, Päivi Tynjälä
Dimensions Of Professional Growth In Work-Related Teacher Education, Leena Aarto-Pesonen, Päivi Tynjälä
Australian Journal of Teacher Education
This article conceptualises adult learners’ professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflective-learning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open coding analysis, which was conducted using the constant comparative method of the grounded theory approach. This article presents the horizontal dimensions (egocentric learner, researching professional and expert within society) and the vertical dimensions (transforming self-image, expanding professional self-expression and widening agency) of the adult learners’ multifaceted professional growth process. In addition, the article discusses pedagogical implications in …
Active Learning And Self-Regulation Enhance Student Teachers’ Professional Competences, Päivi Virtanen, Hannele M. Niemi, Anne Nevgi
Active Learning And Self-Regulation Enhance Student Teachers’ Professional Competences, Päivi Virtanen, Hannele M. Niemi, Anne Nevgi
Australian Journal of Teacher Education
The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean …
What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo
What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo
Australian Journal of Teacher Education
Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency …
Pre-Service Teachers’ Tpack Development And Conceptions Through A Tpack-Based Course, Levent Durdu, Funda Dag
Pre-Service Teachers’ Tpack Development And Conceptions Through A Tpack-Based Course, Levent Durdu, Funda Dag
Australian Journal of Teacher Education
This study examines pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computer-based mathematics course based on a TPACK framework. As a research methodology, a parallel mixed method approach was used. The data were collected from 71 pre-service teachers taking the course. The TPACK survey, a semi-structured interview, and evaluation scores of pre-service teachers’ microteaching performance, which also included analysis of lesson plans, were used as data collection instruments. The findings indicated that the implemented instructional processes affected pre-service teachers’ TPACK …