This study aims to explore the impact and mechanisms of an online summer camp incorporating generative AI (GenAI)-enabled microteaching lesson study on the technological pedagogical content knowledge (TPACK) of prospective secondary mathematics teachers (PSMTs).
A mixed-methods research approach was employed, with 21 PSMTs participating in a 9-day online summer camp that included two rounds of microteaching lesson study, expert lectures, plenary discussions, and group discussions. Data were collected using pre- and post-mathematics-specific TPACK scales, teaching artifacts, and qualitative reflections to evaluate the evolution of PSMTs’ TPACK and identify key influencing factors.
The study reveals statistically significant improvements across all sub-domains of the TPACK framework among PSMTs. The degree of improvement in the TPACK sub-domain varied among participants, with some experiencing significant enhancement, others moderate gains, and a few showing smaller changes. The study identifies four critical factors driving TPACK development: expert guidance, practical exploration, collaborative learning, and ongoing reflection, which enhanced PSMTs’ incorporation of digital technologies (e.g. GeoGebra, GenAI) into their teaching practices.
This study demonstrates that incorporating GenAI into microteaching lesson study significantly enhances TPACK, thereby highlighting its potential for structured, scaffolded teacher professional development. Additionally, the study shows that online formats can effectively support teachers’ TPACK development, offering a replicable model for future programs.
This study innovatively incorporates GenAI into microteaching lesson study, offering a novel approach to enhance PSMTs’ TPACK. It also validates a mathematics-specific TPACK scale and identifies key factors for effective teacher professional development in technology-integrated environment.
