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It may be important to provide preservice mathematics teachers with opportunities to acquire necessary knowledge and skills about digital stories and use them effectively in their classrooms by enhancing their professional development. Hence, the study focused on how professional development workshops about digital storytelling impacted 60 preservice middle school mathematics teachers’ (PMSMTs) technological pedagogical content knowledge. The present study was conducted in the context of four professional development workshop series focusing on digital storytelling based on four main objectives. In the study designed based on multiple case study, the data were collected via videotapes of the workshops, interviews and artefacts produced by the preservice middle school mathematics teachers. The data were analysed using the framework formed through the study. The findings of the study showed that these workshops enhanced the development of the preservice middle school mathematics teachers on technological pedagogical content knowledge in relation to digital storytelling. They represented the content knowledge, technological content knowledge, and technological pedagogical content knowledge in their lesson plans designed by using their digital stories. Moreover, specialized technological pedagogical content knowledge for digital storytelling could be formed to enhance their preparation of the lessons using these stories.
It may be important that mathematician teachers candidates are able to acquire the necessary knowledge and skills about digital stories by enhancing their professional development and to use them effectively in their classes. In this study, the impact of the workshop designed in relation to digital stories to help teachers' candidates develop their knowledge of the technological pedagogical field was studied on the professional development of teachers' candidates. Therefore, the study is based on the design of professional development workshops related to the digital narrative. In this workshop and study, 60 primary mathematics teachers have been nominated. Then, the workshop based on digital history focuses on how the participants influence the knowledge of the technological pedagogical field. This study was carried out in the context of a series of four professional development workshops focused on the narrative of digital history based on four main objectives. In the study designed on the basis of multi-situation study, the data was collected through workshops, discussions and records of works by high school math teacher candidates. The data was analyzed using the analytical framework created during the work process. The findings of the study have shown that these workshops have developed the knowledge of the technological pedagogical field related to the development of high school mathematics teachers candidates. They represented field knowledge, technological field knowledge and technological pedagogical field knowledge in the curriculum they prepare using digital history.
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