Examining the TPACK of the pre-service teachers in the Philippines in the Post-Pandemic Era
DOI:
https://doi.org/10.48017/dj.v11i2.3804Keywords:
TPACK, pre-service teachers, Structural Equation ModelingAbstract
Pre-service training determines the quality of new teachers. However, Southeast Asia Primary Learning Metrics (SEA-PLM) 2019 revealed that less than 10% of Grade 5 teachers had pre-service training in content knowledge and pedagogical skills. Hence, there should be comprehensive and systematic TPACK-based interventions. This study examines the TPACK of pre-service teachers in the post-pandemic era. Content knowledge (CK) and technological knowledge (TK) had statistically significant moderate positive effects on technological content knowledge (TCK). This research utilized structural equation modeling (SEM) to examine the TPACK constructs of the 964 pre-service teachers. Meanwhile, technological knowledge (TK) and pedagogical knowledge (PK) had statistically significant moderate and strong positive effects, respectively, on technological pedagogical knowledge (TPK). Also, pedagogical knowledge (PK) and content knowledge (CK) had statistically significant strong and moderate positive effects, respectively, on pedagogical content knowledge (PCK). Then, technological content knowledge (TCK), technological pedagogical knowledge (TPK), and pedagogical content knowledge (PCK) had statistically significant moderate positive effects on technological pedagogical content knowledge (TPACK). Thus, this study implies the importance of teachers’ proficiency in integrating technology into teaching. This denotes the critical role of enhancing the TPACK of pre-service teachers. Hence, this study recommends a future study exploring the TPACK model implementation in different educational contexts and investigating the impact of TPACK on student learning outcomes.
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