Palmares, M. P., & Batisla-Ong, S. N. (2023). Technological, pedagogical, content knowledge (TPACK) of science teachers: Basis of in-service training design development. Cosmos Journal of Engineering & Technology, 13(1), 1-15. https://www.cosmosjournal.in/wp-content/uploads/2023/04/CET-JJ23-131-1.-Dr.-Maryleare-P.-Palmares.pdf

Abstract:

“This descriptive correlational study was conducted to determine the technological, pedagogical, and content knowledge (TPACK)of teachers teaching Science as the basis for In-Service Training Design Development. This was conducted in all secondary schools in the District of Dueñas. The subject of the study is all the thirty teachers teaching Science in the District of Dueñas. The results reveal that the teachers’ TPACK as an entire group is high as well as when they are grouped according to their profile such as their major field of specialization, length of service, and educational attainment, except for the content knowledge of teachers under their length of service which is an average level. The technological knowledge of the teachers is slightly correlational to the length of service, while their pedagogical knowledge has a slight relationship to their educational attainment. Furthermore, their content knowledge has a slight relationship to their major field of specialization and length of service. A positive, moderate, and significant relationship exist between Science teachers’ technological and pedagogical knowledge, while negligible correlation and not significant between technological knowledge and content knowledge. A positive, moderate and highly significant relationship exists between Science teachers’ pedagogical, and content knowledge levels. The In-service training design for Science teachers was developed from the results of the survey questionnaire covering technological, pedagogical, and content knowledge.”