The Analysis of In-Service Teachers’ Practices of Implementing Technological Pedagogical Content Knowledge (TPACK)

Abstract

Generally this study aims to analyze quantitatively and qualitatively the level of TPACK for teacher students and various factors that influence teachers’ TPACK. This study utilized quantitative approach with the help of survey method. The results showed that the teachers’ TPACK level was at a poor (1.7%), good (59.3%), and very good level (39.9%). There are four TPACK components that are at the perception level and three components are at the conception level. Correspondingly, three significant differences found in the average of: (a) Teachers’ TPACK between each study groups, (b) Teachers’ TPACK between each group of teachers with different teaching experiences, and (c) Teachers’ TPACK between each group of teachers with different training experiences. In short, both teaching and training experience are able to distinguish teachers’ TPACK and have a positive influence on teachers’ TPACK. Further research is needed by considering the importance of learning experience and the educational stakeholders should ensure that teacher professional developments are applicative TPACK programs.

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

“…Professional development opportunities that empower teachers to design effective model-based learning activities and build confidence in facilitating active learning can contribute to overcoming these challenges. Soko and Samo (2023) state that both teaching and training experience were found to have a positive influence on teachers' TPACK. Additionally, a shift in mindset towards embracing innovative approaches and acknowledging the importance of student-driven inquiry is essential for creating a more enriching and effective science education experience.…”