Revealing pre-service teachers’ reflections regarding online practicum through the lens of TPACK

This research explores pre-service teachers’ perceptions and experiences during their online practicum, using the Technological Pedagogical Content Knowledge (TPACK) framework. This qualitative study analyzed pre-service teachers’ reflections on their online practicum. Initially, content analysis categorized their reflections based on TPACK components, followed by thematic analysis using topic modeling to identify prevalent topics within each component. The sequence qualitative analysis was then conducted to understand the context of these clustered topics generated by the topic modeling. The results uncover distinct themes within each TPACK component. Pedagogical Knowledge (PK) is emphasized, highlighting the development of personalized pedagogical strategies and the enhancement of student engagement and interaction. Technological Pedagogical Knowledge (TPK) also emerges as a key focus, demonstrating pre-service teachers’ efforts to integrate technology with pedagogy. Technological Knowledge (TK) is highlighted, with pre-service teachers emphasizing technological skills for fostering interaction and collaboration through various tools. The study also points to a need for enhanced teacher training in comprehensive TPACK integration, as reflections on Content Knowledge (CK) related topics were less prevalent. This research contributes to the field of teacher preparation by suggesting directions for the design of future online training programs and showcasing the value of topic modeling as an analytical approach in educational research.