Ramos, R. A., Babasa, E. E., Vergara, I.  B.,  Manalo,  B.  I.,  Gappi,  L.  L.,  & Morfi, T. G. (2020). The TPACK confidence of pre-service teachers in selected Philippine teacher education institutions. International Journal of Education, Psychology and Counseling, 5(37), 196-205. https://doi.org/10.35631/IJEPC.5370016

Abstract:

“The changing educational landscape of Philippine education in the past decade poses  challenges to  the  implementers  of  the  curriculum  innovations –the teachers. Consequently,  this  has  put  more  pressure  on  the  teacher  education institutions (TEIs) to produce a quantity of quality teachers.  From this context, this  paper  examines  the  technological,  pedagogical,  and  content  knowledge (TPACK)  confidence  level  of  pre-service  teachers  in  selected  Philippine teacher  education  institutions.    The TPACK  Model  has  been  a  very  useful framework for academic stakeholders to understand and measure the level of technology   integration   in   teaching   and   learning.   Using   a   64-item   self-diagnostic questionnaire  designed  to  measure  the  dimensions  of  TPACK  in terms of learning experience and practice, and assessing the responses of 187 graduating pre-service teachers from selected Philippine TEIs, the data suggest that the pre-service teachers are fairly confident with the learning experience they  get  from  the  TEIs  and  that  by  using  these  experiences  they  frequently demonstrate  the  acceptable  teacher  competency  and  standards.  Furthermore, the levels of TPACK confidence of the secondary and elementary pre-service teachers  significantly  differ  from  each  other  such  that  the  former  are  more confident with their learning experience and practice. Data also show that there is a significant relationship between the quality of learning experience and the ability  of  the  pre-service  teachers  to  demonstrate  the  core  competencies  of TPACK. Hence, teacher education institutions must consider innovating their curriculum   through   training,   subject-focused   pedagogical   modeling,   and subject-specific technologies.”