Jalani, G. (2020). Self-assessment of prospective teachers’ technological pedagogical and content knowledge (TPACK). [Master thesis, Virtual University of Pakistan]. ResearchGate. http://dx.doi.org/10.13140/RG.2.2.10143.89767

Abstract:

“The current study investigates the prospective teachers’ Pedagogical Technological and Content Knowledge (TPACK). The study was aimed to explore: 1) the level of Technological Pedagogical Content Knowledge (TPACK) of prospective teachers. 2) the prospective teachers’ strong and weak areas of TPACK knowledge and 3) the correlation among teacher’s different knowledge domains of TPACK. Schmidt et al.’s (2009) quantitative survey questionnaire was adapted to collect the participants’ data. Prospective teachers enrolled in B.Ed (Hons) degree programs at Karakoram International University are the targeted population. Twenty-one prospective teachers were part of pilot testing, while a purposively selected sample of 85 teachers responded to the survey. The survey data was analysed using the SPSS 22 software. The results reported higher than the moderate score for pre-service teachers Technological Knowledge (TK), Content Knowledge(CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge(PCK), and Technological Pedagogical & Content Knowledge (TPACK). Pearson’s correlation coefficient between latent factors of TPACK ranged from 0.174 (between PK and TPACK) to 0.547 (between CK and PCK). It is suggested that there should be more courses to improve the teacher’s level of technology integration in relation to technology and pedagogy.”