Özet:

This study aims to examine the impact of a teaching intervention based on the transformative learning theory and designed to integrate technology into science lessons on pre-service teachers’ transformation. The participants were four senior-year pre-service science teachers from a metropolitan university. In order to enable pre-service teachers to develop their technological pedagogical content knowledge, a teaching intervention content was created based on the transformative learning theory. The data collection tools used in the research are: interview on the learning activities survey, student follow-up form, and illustration on the sources and effects obtained. The multiple case study method was used in this research because it allows an in-depth investigation of participants’ profiles. Content analysis of the data was conducted by using the MAXQDA 2018 software. At the conclusion of the study, the participants reported that after the intervention they had a change/transformation in themselves about technology integration. Teaching practices, reflection activity on teaching practices and discussing critical incidents with a critical friend, research assignments, class discussions, role model teacher monitoring, seminar, researcher, and critical friend are the factors that influence the participants' own transformation. The effect of the activities in the teaching intervention on the transformation of the participants; learning how to integrate technology, learning different technological tools, raising awareness about technology integration, thinking and evaluating their deficiencies, and gaining knowledge/experience.

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