Qualitative Study of Biology Teachers’ Professional Development Based on the TPACK Model: The Case of Immunity and Biotechnology and Genetic Engineering Topics
DOI:
https://doi.org/10.56380/mjer.v30.2.6Keywords:
Biology teacher, Professional development, TPACK model, Qualitative studyAbstract
This study was conducted as a qualitative research using open-ended questions to identify the difficulties and challenges faced to biology teachers regarding the four types of knowledge of the TPACK model for teaching thr 10th grade “Biotechnology and Genetic engineering”and 11th grade “Immunity” topics, which are difficult to teach. Method consists five sections, which are developing open-ended questionnairies, selecting participants randomly, collecting data, working on the data and data analysing methodology. In terms of results, a total of 30 biology teachers participated in this study. 50% of all the participants from Ulaanbaatar, 50% from Khuvsgul, Uvs, Selenge and Orkhon province.
In the results of this study, 55% of teachers are good for content knowledge, 41.1% good for pedagogical content knowledge, 2.8% - good for technological content knowledge and 13.9% good technological pedagogical content knowledge.
Overall, this indicates that for the topics of “Immunity” and “Biotechnology”, it is necessary to further develop these four types knowledge among biology teachers.
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