Enhancing Nigerian Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) via a Video Self-Analysis Instructional Component Model (VSICM)

الملخص

This study examined the effects of a Video Self-Analysis Instructional Component Model (VSICM) on the Technological Pedagogical Content Knowledge (TPACK) of pre-service science teachers. The VSICM integrates online video-based resources with classroom activities to promote reflective, teacher-centered learning. A pre-experimental design was employed, involving 67 pre-service science teachers in the 300- and 400-level classes of the Science and Technology Education Department at Olabisi Onabanjo University, Nigeria. Data were collected using questionnaires covering personal information, levels of technological knowledge, reasons for using technology, and the extent to which TPACK predicts technology use in teaching. Additional observational checklists and teaching practice assessment booklets were used. The data were analyzed using descriptive statistics, correlations, regression, and t-tests. Findings revealed that the VSICM significantly enhanced participants’ TPACK, particularly in technological, pedagogical, knowledge (TPK) domain. Observational evidence further showed improvements in the integration of technology and mastery of science content during teaching. Results indicated that 41.8% of the pre-service teachers possessed a high level of technological knowledge, 34.3% had a moderate level, and 23.9% had a low level, attributed to limited exposure and nonchalant attitudes toward technology. The study concluded that pre-service teachers with strong TPACK are better positioned to deliver effective science instruction. Video-based tools proved valuable for assessing and strengthening teachers’ usable knowledge for science teaching. It is recommended that teacher education institutions invest in technology resources to enhance integration of VSICM model in teacher education, while curriculum designers and policymakers use TPACK baseline data to support the design of an updated VSICM guide for teachers.