Niwat SrisawasdiPatcharin Panjabureeพัชรินทร์ ปัญจบุรีKhon Kaen University. Faculty of EducationMahidol University. Institute for Innovative Learning2015-07-282018-02-212015-07-282018-02-212014https://repository.li.mahidol.ac.th/handle/20.500.14594/8761Proceedings of the 22nd International Conference on Computers in Education ICCE 2014. In Proceedings of the 22nd International Conference on Computers in Education 2014. Asia-Pacific Society for Computers in Education, Japan, page 939-944Science-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning. As such, a framework of Technological Pedagogical and Content Knowledge (TPACK) has been recognized as a theoretical basis for development of professional science teacher. This paper reported a pilot study result of implementing TPACK-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-year courses has been particularly designed based on TPACK for students who graduated in 4-year bachelor degree of science. The results showed that the preservice science teachers have been cultivated their technological pedagogical knowledge (TPK) and technological content knowledge (TCK) during enrollment in the program. This could be implied that the TPACK-based approach should be used as a basis to create well-designed coursework in teacher education program.engMahidol UniversityTechnological Pedagogical Content KnowledgePreservice teacherScience educationTeacher educationProceeding Article