@article {1332,
	title = {ENHANCING PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-973},
	abstract = {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{\textquoteright} 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{\textquoteright} 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{\textquoteright} TPACK. },
	keywords = {micro-teaching lesson study, pre-service biology teachers, technology integration, TPACK},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.956},
	url = {https://oaji.net/articles/2023/987-1702728572.pdf},
	author = {Anthony Bwalya and Marcellin Rutegwa and Dorothy Tukahabwa and Thumah Mapulanga}
}
