Enabling Pre-service Chemistry Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) through Case-Based Lesson Planning

This study aimed to enable technological, pedagogical, and content knowledge (tpack) development among pre-service teachers based on case-based lesson planning. a total of 21 pre-service chemistry teachers having a bachelor’s degree participated in the study during their pedagogical certificate program in turkey. data were collected using analysis of instructional plans and open-ended questions. results showed that case-based lesson planning provided a successful context for helping pre-service teachers to develop content knowledge (ck), technological knowledge (tk), pedagogical knowledge (pk), and tpack knowledge as the basis for designing effective technology-integrated chemistry lessons.