PRESERVICE SECONDARY MATHEMATICS TEACHERS' CAPACITY TO DESIGN DIGITAL TECHNOLOGY-INTEGRATED LESSONS IN PEER FEEDBACK AND REFLECTION ON MICRO-TEACHING: A NETWORKING PERSPECTIVE OF ATD AND TPACK

The capacity to design tasks and lessons for technology-integrated teaching is becoming increasingly important in preservice teacher education. This study investigated the development of secondary preservice teachers' capacity to design technology-integrated lessons by examining the knowledge and skills they proposed in peer feedback for improving lesson designs and micro-teaching, and how the recipients internalized these through self-reflection. For the analysis of written peer feedback and self-reflection reports, we used networking of the Anthropological Theory of the Didactic (ATD) and the TPACK framework, along with thematic analysis to identify the main themes emphasized in lesson improvement. From the ATD perspective, the analysis of peer feedback showed that the preservice teachers were primarily concerned with improving the teacher-led didactical praxeology, while from the TPACK perspective, it was mainly related to PCK, PK, and TPCK components. Analysis of self-reflection reports revealed the levels of internalization of the praxeologies mentioned in the feedback from the ATD perspective, and identified the subcomponents of TPACK that developed through internalization from the TPACK perspective. Finally, we discussed how networking of the two perspectives provided complementary explanations of the preservice teachers' design capacity.