TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) OF THE PRE-SERVICE TEACHERS: AN EVALUATION

Abstract

In the twenty-first century, education uses a variety of technological tools to facilitate relationships between students, teachers, and the classroom's educational resources. One important framework for addressing the application of technology in education is the Technological, Pedagogical, and Content Knowledge (TPACK) framework. This study aimed to evaluate the pre-service teachers' technological, pedagogical, and content knowledge (TPACK). TPACK promotes the idea that teachers must develop not only content knowledge, but also the capacity to use new resources constructively. The study's respondents include thirty-one cooperating teachers and thirty-one pre-service teachers. Thirty-one cooperating teachers' evaluations and data from pre-service teachers who took part in the BEED program were gathered. The quantitative study focused on the TPACK survey instrument, which measures self-assessed competence and confidence in integrating technology across certain topic areas.  The results showed that pre-service teachers understood TPACK well, particularly regarding Pedagogical Knowledge. However, the research highlights that pre-service teachers must become fluent in Technological, Pedagogical, and Content Knowledge (TPACK), with an emphasis on Content Knowledge expertise, to properly integrate it into the teaching and learning process. Teachers must constantly adjust their strategies to keep up with the rapid growth of technological development among students in the twenty-first century. There was no relationship between pre-service teachers' TPACK and the application of EdTech Tools. Finally, effective technology integration in the classroom demands pre-service teachers developing strong TPACK skills, which will enable them to fulfill the different needs of students in the twenty-first century.