<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anthony Bwalya</style></author><author><style face="normal" font="default" size="100%">Marcellin Rutegwa</style></author><author><style face="normal" font="default" size="100%">Dorothy Tukahabwa</style></author><author><style face="normal" font="default" size="100%">Thumah Mapulanga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING PRE-SERVICE BIOLOGY TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">micro-teaching lesson study</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service biology teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">technology integration</style></keyword><keyword><style  face="normal" font="default" size="100%">TPACK</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702728572.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs’ reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs’ overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers’ TPACK. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">956-973</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thumah Mapulanga</style></author><author><style face="normal" font="default" size="100%">Yaw Ameyaw</style></author><author><style face="normal" font="default" size="100%">Gilbert Nshogoza</style></author><author><style face="normal" font="default" size="100%">Elton Sinyangwe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">enacted pedagogical content knowledge (ePCK)</style></keyword><keyword><style  face="normal" font="default" size="100%">lesson study</style></keyword><keyword><style  face="normal" font="default" size="100%">respiration</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword><keyword><style  face="normal" font="default" size="100%">topic-specific pedagogical content knowledge (TSPCK)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1676960436.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">20-36</style></section></record></records></xml>