Abstract:

Today, a contemporary faculty of education needs to plan very effectively how it will integrate technology in its teaching programmes and keep this plan open to constant change. In this context, the discussions on the concept of "qualified teacher" have focused on the concept of "technological pedagogical field knowledge" (TPAB), which has been formed as a result of the significant integration of technological knowledge in recent years to the Pedagogical Field Knowledge (PAB), which is only a knowledge of the teachers as a special composition of field and pedagogical knowledge. The objective of this study is to analyze the similarities and differences between the models by presenting the Du-TE, TPAB-KGYU and TH models that aim to develop the TPAB of the teacher candidates as a result of technology integration into the pre-service teacher training. The achieved findings have shown that the common features of these models focused on the development of TPAB include classroom teaching practices based on the case learning theory, the observation of classroom teachings of experienced teachers, reflective events, inter-country interaction and a learning environment focused on technological knowledge and knowledge; on the other hand, the components and nature of TPAB are theoretically clearly addressed and the activities relating to understanding the learning difficulties of students are intermodal differences. The results were discussed in terms of meaningful integration of technology into the Turkish teachers' training programs.

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