Ali, Z., Thomas, M., Ahmed, N., Ahmed, I., & Ahmed, I. (2020). Assessment of preservice teachers’ perceptions on technological pedagogical and content knowledge (TPACK) in Karachi Pakistan. International Journal of Scientific & Engineering Research, 11(3), 1402-1407. https://www.researchgate.net/publication/355337021_Assessment_of_Pre_Service_Teacher%27s_Perceptions_on_Technological_Pedagogical_and_Content_Knowledge_TPACK_in_Karachi_Pakistan 

Abstract:

“This is 21st century, an era of aligns standardized curriculum, advanced technologies and integrated knowledge. To meet the challenges of this changing world there is a need to enhance the certain core competencies of teachers such as collaboration, digital literacy, critical thinking, problem-solving and the knowledge of teaching and technology to achieve the goals of quality of education and students achievement. Technological Pedagogical and Content Knowledge (TPACK) is a technical framework of collective and composite knowledge required for teachers teaching practices in the classrooms with technology integration. This research focused on the professional knowledge of pre services teachers and their teaching practices with the use of technologies as contexts for the awareness of technology integration in teaching learning process. So in this study the perceptions of pre service teacher’s level of understandings about TPACK and its related domains were assessed through cross sectional survey. The research reveals that all pre-service teachers have sound knowledge about TPACK, though their level is different, yet the value is insignificant statistically. The objective of the study was sought to explore the perceptions of pre service teachers’ technological pedagogical content knowledge (TPACK), the relationship of its domains and the competency level of teachers’ professional knowledge of technology integration at Elementary School level. A questionnaire based survey research design with purposive sampling was administered. The scale was used regarding, Technology knowledge (TK) Content knowledge (CK) Pedagogical knowledge (PK) Pedagogical content knowledge (PCK) Technological content knowledge (TCK) Technological pedagogical knowledge (TPK) Technological pedagogical content knowledge (TPACK). Every scale was determined through different questions and a 5 point Likert scale was used in which 1 for strongly disagreed and 5 were for strongly agreed. The mean score 4.0 and above indicate that they were confident teachers and can easily use the technologies in their teaching according to the requirement of the day. The results of demographic information mean and St. Deviations shows that Out of total 290 teachers, 249(85.9%) were females and 41(14.1%) were males. The female male ratio was 1:0.17. According to age group distribution, majority i.e.59.6% was between the ages of 18-26 years. Out of these participants 76.6% were graduates and overall 64.8% were currently pursuing a degree of B.Ed. In Technology Knowledge, female technology knowledge mean was 3.51 to 3.72 whereas mean of male technology knowledge was 3.51 to 4.10. In content knowledge, the overall mathematics mean was 3.52 to 3.57. Although males mean was 3.54 to 3.80 but as males were in less in our study so that it did not make any effect on the overall conclusion mean. In pedagogical content knowledge, the highest percentage was in science and lowest was in mathematics, i.e. 72.1 to 63.7% who agreed or strongly agreed with the positive approaches in their field of studies. Technological pedagogical knowledge mean score of the replies was 3.72 to 4.10 which shows a good attitude of the teachers to adopt current technologies in their teaching performance according to the contents. Technology pedagogy and content knowledge mean score at this stage was extremely low from 3.52 to 3.75. Technology pedagogy and content knowledge mean score was extremely low from 3.52 to 3.75. This shows that either they were not confident on combination of all the things or they were un-cleared about the use of technology in each parable specially females.”