1. Theoretical Framework: Technological pedagogical content knowledge (TPCK) has become a commonly referenced conceptual framework of teacher knowledge for technology integration within teacher education. TPCK is described as complex interaction of content, pedagogy and technology and discussion of successful integration of technology into instruction (Koehler & Mishra, 2008). In recent years researchers described TPCKwithin the framework Schulman’s (1987, 1986) description of Pedagogical Content Knowledge (PCK). According to Schulman (1986, p.9) PCK “goes beyond the knowledge of subject matter per se to the dimension of subject matter knowledge for teaching” and PCK is the connection and relation of pedagogy and content knowledge. TPCK can be described as how teachers understand educational technologies and PCK interacts with technology to produce effective teaching with technology.

Some scholars emphasis that TPCK is more than simply knowledge of pedagogy, technology and technology domains. In more specific detail, Niess (2005) elaborated on TPCK extending Grossman’s (1990) four central components of PCK. Niess proposed that teachers exhibit TPCK when they demonstrate an overarching concept of what it means to teach a particular subject in which technology is integrated into learning; knowledge of instructional strategies and representations for teaching specific topics with technology; knowledge of students’ understandings, thinking, and learning with technology in a particular subject; and knowledge of curricula and curriculum materials that integrate technology with learning in the subject area (Niess, 2005).

For this study conceptualization of TPCK by Niess adapted two components of TPCK are examined during micro teaching;

1. Knowledge of instructional strategies and representations for teaching specific topics with technology ;(ISTE)

2. Knowledge of curricula and curriculum materials that integrate technology

with learning in the subject area (CUTE).

2. Aim of the Study: The aim of this study is to examine the development of pre-service teachers’ technological pedagogical content knowledge components during using micro teaching in force and movement subjects.

3. Research questions:

1. What changes in two components of  technological pedagogical content knowledge occur as pre-service teachers participate in micro teaching?

            a. what changes occur pre-service science teachers’ knowledge of instructional strategies and representations for teaching force and motion subjects with technology when they participate in micro teaching?

            b. what changes occur pre-service science teachers’ knowledge of curricula and curriculum materials that integrate technology with learning in the force and motion subject when they participate in micro teaching?

6. References Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154 - 168. Cavin, R. M. & Fernández, M. (2007). Developing technological pedagogical content knowledge in preservice math and science teachers. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2180-2186). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/24911. (Conference Presentation) Cavin, R. M. (2008). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5214-5220). Chesapeake, VA: AACE. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press. Koehler, M. J. & Mishra, P. (2005). What happens when teachers design educational technology? the development of technological pedagogical content knowledge. Journal of Educatıonal Computıng Research, 32(2), 131-152. Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509 -523. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.