Self-Assessment of Prospective Teachers’ Technological Pedagogical and Content Knowledge (TPACK)
Author(s) : Ghulam Jalani , Shahzad Hussain2, Naila Amin3 & Dostdar Hussain4
The current study investigates the prospective teachers’ Pedagogical Technological and Content Knowledge (TPACK). It was aimed to explore: 1) the level of Technological Pedagogical Content Knowledge (TPACK) of prospective teachers. 2) and the prospective teachers’ weak and strong areas of TPACK knowledge. The study group consisted of 85 prospective teachers enrolled in B.Ed (Hons) degree programs at Karakoram International University. The survey data was analysed using the SPSS 22 software. Standard deviation and Mean were used to illustrate the level of pre-service teachers regarding various TPACK knowledge domains. Pedagogical Knowledge (PK) of pre-service teachers has the highest score. The Technological Pedagogical Knowledge (TPK) contains the second-highest score. Technological Knowledge (TK) has the third highest value. The Pedagogical Content Knowledge (PCK) has the fourth-highest score. The Content Knowledge (CK) has the second-lowest score, and the Technological Pedagogical & Content Knowledge (TPACK) domain has the lowest score. It is suggested that there should be more courses to improve the teacher’s level of technology integration in relation to content and pedagogy.
Key words: TPACK, PK, TK, PCK, CK, TPK, Pre-service Teachers, B.Ed (Hons)