A Study on Building Capacity for Pre-service Teacher Regarding to Technological Pedagogical Content Knowledge (TPACK) (original) (raw)
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Capacity Building in Technological Pedagogical Content Knowledge for Preservice Teacher
2016
This study explored the pattern of changes in the “Technological Pedagogical Content Knowledge (TPACK)” of preservice teacher students during practicum as well as methods for analyzing and assessing such changes. It aimed at identifying the terms and environment that would benefit including TPACK in the guidance programs of teaching practice (practicum) for preservice teacher students. This study had three significant findings: 1) If TPACK is deliberately taught in practical instruction, what was previously learned of TPACK in certain forms (lecture, etc.) could be further examined in practice; 2) When giving instruction recognizing the TPACK framework, MindMap can be considered as capable of recognizing TPACK and can be a tool to visualize changes for both instructors and preservice teachers; and 3) If mentioned in the conditions and environment causing transformation, opportunities to encourage visualization of knowledge and thinking are important to both instructors and preservic...
International journal of research and innovation in social science, 2022
TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology to understand the mutual relationship between the three components taken together to create suitable, context-specific, strategies and representations. The purpose of the study is to evaluate the level of technology pedagogy and content knowledge of pre-service science teachers. The respondents were the 428 pre-service science teachers from the different higher education institutions in Caraga Region. Results showed that the overall mean score of the level of technology pedagogy and content knowledge (TPACK) of the pre-service science teachers was low (4.11). Moreover, technological knowledge (TK) obtained the highest mean score of 5.19 while technological pedagogical and content knowledge (TPACK) was the lowest (3.18). It implied that the pre-service science teachers have insufficient training and practice to include technology in their instructions. Further, there are two (2) models that predict the TPACK of the pre-service science teachers namely: (Model 1) TPACK = f(TK) and (Model 2) TPACK = f(TK + PCK). TK influenced the TPACK in model 1 while TK and PCK influenced the TPACK in model 2. TK and PCK showed a positive relationship to TPACK. Hence, to have an effective network between technology, pedagogy, and content in teacher education programs, it is hereby recommended the inclusion of professional development in the curriculum of the preservice teachers through the conduct of capability training and hands-on exposure to acquiring additional knowledge in integrating technology in the classroom instructions within their content areas.
International Journal of Academic Research in Business and Social Sciences, 2017
In this modern era, the knowledge of technology, pedagogy, and content knowledge (TPACK) is very crucial in preparing the pre-service teachers to become quality teachers in order for them to face the challenge of 21 st century. This paper reviews literature of TPACK mastery among pre-service teachers. The objective of this study is to find out the level of TPACK mastery of preservice teacher and at the same time identify the challenges faced by student teachers during their practicum especially challenges that are related to the use of technology tools. The researcher will use triangulation method which are classroom observations, semi-structured interviews, and document analysis. The samples are four pre-service teachers who enroll in the Teaching English as Second Language (TESL) course from Faculty of Language and Communication (FBK), Sultan Idris Education University (UPSI). The pre-service teachers are in their final year (7 th semester). They are mostly well verse with technology. However, there are reasons that they cannot implement the use of technology in their classroom such as time constraint and also inadequate space. Therefore, the result that the researcher expect is the pre-service teacher will be using very little technology tools and would be sticking to the traditional method which is 'chalk and talk'. Unless, the pre-service teachers take the initiative to use the computer lab or ICT room in the school to conduct their lesson, then only they can implement the 21 st century learning. Another option for the pre-service teachers is by bringing their own tools into the classroom which not many of them can afford it. In conclusion, the teachers in Malaysia are equipped with the soft skills in using technology tool but there are challenges for them to carry out activities using technologies and many schools also are not equipped with sufficient tools for all teachers in school.
The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning
2020
The study examined the factors affected teachers' Technology, Pedagogy and Content Knowledge (TPACK). Those factors are Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK) and Technology Pedagogy Knowledge (TPK). Curriculum 2013 has been applying for 5 years. However, an evaluation of how does the teacher deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and technology mastery (technology knowledge) is strongly suggested. The study was quantitative with an associative method involving 200 teachers in Salatiga region as samples drawn with simple random sampling. The results of the study showed that PK has a positive effect on TPACK, while TK and CK do not have a positive effect on TPACK. Furthermore, TK, TPK, PK have positive effects on TPK, and TPK has a positive effect on TPACK. This study also suggested that age influences the development of technological knowledge and if one of the knowledge is...
Pre-Service Teachers' Preparedness in Integrating Pedagogy, Content and Technology Knowledge
2018
Education is a vital aspect of life. From primary to secondary, from undergraduate to postgraduate – all these phases of learning involve teaching and learning, through which students develop understanding and therefore create the meaning of what they have learned. Creating an appropriate learning environment for learners is a challenging process. Teachers need to be well-versed in the content of their teaching and execute their teaching process in a pedagogically sound way. With today's burst of technology, the teaching and learning process has become more fun. In this sense, teachers are expected to prepare themselves with skills related to technology, and this process starts from the beginning of teacher education, i.e. pre-service training. The objectives of this paper are to investigate the extent of which pre-service teachers are prepared with skills to integrate technology, pedagogy and content knowledge, and to seek suggestions for improvement of the current practice. The research participants were 129 pre-service teachers (second, third and fourth years) from the Faculty of Education, Universiti Kebangsaan Malaysia. Data was collected using a set of questionnaires and was analysed using SPSS. The findings of the research indicate that overall, students varied in terms of their preparedness in TPACK based on their year of study and their programs. This paper further discusses the measures that should be taken to enhance TPACK skills among pre-service teachers.
Proceedings of the International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019), 2020
For a teacher, TPACK's ability is very important in improving the implementation of teaching and learning processes in the IR 4.0 era. This is stated in the TPACK framework which contains seven interrelated domains. This study investigates some mathematics teachers' competence of Technology Pedagogic and Content Knowledge (TPACK) based on TPACK framework. The 30 teachers were from junior high schools in Cirebon West Java and being given questionnaires and semi-structured interviewed related to the seven domains of the TPACK framework. The result is the availability of facilities and infrastructure are limited which causes they do not have the drive to be able to create with technology. Consequently, they rarely take part in technology-related training activities.
TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) AMONG PROSPECTIVE TEACHERS
EDUSPECTRA, 2023
Prospective teachers have an important role in the educational system, they are going to handle the future generations, therefore,their quality is an essential factor to be monitored so that the future pillars of the nation will be properly facilitated and guided to become an efficient contributor for the development of a nation. Future teachers should possess the knowledge of technology along with pedagogical and content knowledgeto manage the digital native students. This study aims to analyse the Technological Pedagogical and Content Knowledge among the Prospective teachers in Dindigul District. Samples of 100 Prospective teachers were selected randomly for this study. TPACK survey questionnaire developed by Özkan Akman & Cemal Güven (2015) has been used to collect the data.
Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge
Journal of Education and Training Studies, 2017
It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the...