Exploring a Theory-Practice Gap: An Investigation of Pre-service Biology Teachers’ Enacted TPACK

Key to a qualitatively high utilization of the potential of digital technology and media (DTM) in biology teaching is Technological Pedagogical and Content Knowledge (TPACK). However, little information is available on how pre-service biology teachers (PSBTs) transfer their TPACK acquired at university into classroom practice. This case study accompanies three PSBTs during their internship semester. The PSBTs were asked to plan, implement, and reflect on a biology lesson in which students create explainer videos regarding a biological content. Lesson plans, videotaped lesson observations, and semi-structured lesson reflection interviews were collected and evaluated using qualitative content analysis. Two types of dealing with TPACK can be identified: type one separates between content and DTM use, focusing on DTM and pushing the content into the background. Content plays a role only at the beginning of planning; content-related lesson objectives remain vague or overwhelming. The shift of focus takes place before or during the creation of the lesson plans. Type two is characterized by purposefully linking DTM use with the content, using video production as a tool for content learning.