TPACK levels of physics and science teacher candidates: Problems and possible solutions

From the interviews, it can be understood that one of the reasons why the TPACK levels of the teacher candidates are insufficient is because teacher candidates do not sufficiently know TPACK theory and students have not previously encountered such knowledge. This is because teacher candidates are not given sufficient knowledge about the existence of TPACK theory and applications of the theory are not performed. This problem can only be removed by creating an applied course in which knowledge on TPACK theory is provided, and adding this course to the syllabus. Another problem observed in many studies is that technology experiences problems with PCK in the universities that train teachers. This can only be eliminated by understanding and applying TPACK theory. However, in the studies, there are many situations in which TPACK theory cannot be fully understood, and educators cannot meet at a common point in TPK, PCK, and TCK levels. Therefore, a comprehensive book can be prepared by means of the studies which can meet on a common opinion by examining previous studies with regard to TPACK theory. Examples regarding the contents in the books will also give substantial ideas to both teacher candidates and instructors. It is obvious that although there are books on conveying TPACK theory, these books cannot fully express the junction points of the theory as they are not prepared specific to every field and do not include examples. It is of great importance that the book has a content which involves sample applications specific to the fields. Another deficiency with respect to TPACK is that the education courses made are not sufficiently application oriented and project directed. This shows that teacher candidates are deficient in terms of applications with regard to how technology and pedagogy are involved in the content knowledge, even though they do not know what TPACK theory is. The studies show that, thanks to the use of computer technologies with low cost interfaces in the laboratory environment, students conduct their physics and science experiments in an easy and understandable way. Many studies presented that the moving graphics shown simultaneously by means of the data transferred to the computer through interfaces helped students to better organise cases and events regarding physics, and the computer simulations prepared for physics and science instruction had an effect on the conceptual improvements of the students (Clark & Jorde, 2004; Dejong & Van Joolingen, 1998; Monaghan & Clement, 1999; Sun, Lin, & Yu, 2008; Zacharia, 2005; Zacharia, Olympiou, & Papaevripidou, 2008). However, the insignificance of the experiences of the teacher candidates with regard to these applications indicates that they will have a tendency to use traditional methods in their future teaching career. In order to overcome this, physics and science laboratories at the universities should be improved, computer based testing apparatuses should be increased, and there should be elective courses with regard to the use of computer simulations. Furthermore, it is considered that the teachers who graduated lacking in such knowledge should be taken into in-service training courses for improvement purposes. This is because the common opinion is that when an innovative programme is prepared and presented to the teachers and they are informed about how to implement it, the teachers will teach their lessons through the methods which are prepared in line with this programme. However, the teacher also needs conceptual understanding in order to teach conceptually (McEwan & Bull, 1991). Therefore, the content and scope of the training courses to be prepared should be considered in-depth and there should be a long-term application process.