Integrating FoK and TPACK in action research: The impact of video creation workshops on pre-service science teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This mixed-methods study presents an Asian perspective on the impact of a science video creation workshop as an intervention on the technology adoption and utilization of pre-service science teachers. It aims to offer insights relevant to Initial Teacher Education programs in international contexts, including those in Europe and North America, where most of the literature referenced in this study was sourced. Integrating the Funds of Knowledge (FoK), Technological, Pedagogical, and Content Knowledge (TPACK), and action research frameworks, the intervention provided insights into pre-service teachers' professional development. Data collection included pre- and post-test surveys, individual interviews, and focus group discussions. Quantitative analysis using paired samples t-tests revealed statistically significant improvements in technology adoption and utilization across all levels of Morel’s Matrix (2016). Triangulated with qualitative analysis, findings highlighted three key themes: enhancing science teaching through contextualized content, improving pedagogical practices via technology, and fostering inclusivity and cultural responsiveness. These results underscore the workshop’s potential in gradually developing positive beliefs toward technology integration among pre-service teachers. The study's findings emphasize the value of integrating FoK and TPACK within action research to bridge theory and practice. It provides additional evidence for technology adoption in science education. This research contributes to the limited literature on pre-service teacher education in Asia, particularly in the Philippines, and offers insights into the potential of action research to foster meaningful and sustainable changes in teaching practices within broader science teacher preparation programs across international contexts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it