Reimagining geometry instruction: Pre-service teachers' TPACK development through a flipped learning teaching experiment
Teaching and Teacher Education, cilt.176, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 176
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tate.2026.105520
- Dergi Adı: Teaching and Teacher Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Educational research abstracts (ERA), Psycinfo
- Anahtar Kelimeler: Flipped learning, Geometry education, Pre-service mathematics teachers, Rasch analysis, Teaching experiment, TPACK
- Yozgat Bozok Üniversitesi Adresli: Evet
Özet
AbstractThis study examines how pre-service teachers employed and demonstrated their Technological Pedagogical Content Knowledge during a flipped learning-based geometry and measurement course. The participants consisted of 60 pre-service mathematics teachers enrolled in a university-level teacher education program. Designed as a teaching experiment, the study included 14 weeks of flipped learning activities. Classroom products, responses to digital materials, and lesson plans were collected and analyzed. Data were mapped using a construct map based on the TPACK framework, analyzed with the Rasch model, and then visualized through a Wright Map. Statistical indices confirmed high item reliability (.91) and excellent model-data fit (Infit/Outfit MNSQ = 1.00), validating the construct's unidimensionality. Findings show that candidates performed strongly in content knowledge, pedagogical knowledge, and technological knowledge, but had more difficulty when these areas needed to be integrated, such as in technological pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge tasks. The study highlights that flipped learning provides a strong, hands-on environment for pre-service teachers to engage with and enact their TPACK structures.