Assessing the TPACK Skills of Child Development Center Workers

This research is aimed to find out TPACK of high school in-service Physics teachers in North Maluku by using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics, whereas teachers’ TPACK differences in gender and experience of teaching were analysed using Mann Whitney test by SPSS 20 because the samples were small samples. The result of data analysis shows that TPACK perception of senior high school in-service Physics teachers is still in the low category. The components are TK, TCK, TPK, and TPCK that related to technology. Based on gender data analysis, it is known that there is significant difference only on TCK component, whereas based on teachers’ experience of teaching, significant differences were found in components of PK, PCK, and TPCK. Based on these research result can be conclude that TPACK of teachers are still constrained on components related to technology so that the ability of teachers in integrating technology in learning is still not maximized.

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.

Teacher preparation programs in the Philippines continue to struggle with developing pre-service teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and self-regulatory competencies. Current studies show low levels of both TPACK and technology-based self-regulated English learning strategies (SRL), revealing a critical gap in the prevailing context. Hence, this study was conducted with the primary aim of identifying the level of TPACK and the usage of SRL of the pre-service teachers. Moreover, this specifically sought to determine if there is a significant relationship between their usage of SRL and their TPACK level. In doing so, this study used a descriptive-correlational design with 139 respondents selected through stratified random sampling, and the data were gathered through a structured survey and analyzed using Pearson r correlation. This was guided by the TPACK and SRL frameworks, with TPACK used to measure the pre service teachers’ level of technological, pedagogical, and content competence, and SRL used to assess their usage of self-management strategies. Together, these frameworks support the study’s aim of evaluating both constructs and examining their relationship. The results revealed that their TPACK level is average, and they usually use the SRL strategies. A significant relationship was also found between TPACK level and technology-based English SRL strategies, indicating that effective technological integration depends on a holistic understanding of how tools align with pedagogy and content. This enables the pre-service teachers to make metacognitively informed decisions, monitor learning, and apply strategies effectively. The findings suggest that teacher education programs should strengthen TPACK and SRL skills to promote more effective, pedagogically sound technology use in English learning.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

The purpose of the research was carried out to analyze the technological pedagogical and content knowledge (TPACK) of Physics Teachers at MAN in Palu City during the Covid-19 pandemic. The type of research used is survey research with a descriptive quantitative approach. The sample of this research is a class X MAN physics teacher in the city of Palu. The instrument was developed from previous research which has high validity and reliability. Data collection using questionnaires and interviews. Data analysis used the descriptive statistics test. The results showed that the ability of the TPACK components: pedagogical knowledge (PK) was 79.83; content knowledge (CK) of 68.83; technological knowledge (TK) of 70.00; pedagogical content knowledge (PCK) of 80.56; technological content knowledge (TCK) of 92.50; technological pedagogical knowledge (TPK) of 94.83; and technological pedagogical and content knowledge (TPACK) of 79.17. The average ability of the TPACK component of 80.82 is in the good category.

Technological Pedagogical and Content Knowledge (TPACK) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. Hence, crafting a validity argument of the popular TPACK self-assessments is key to facilitating evidence-based practices in these areas. However, the existing body of validity evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. To synthesize this evidence and capture its heterogeneity, we conducted a systematic review with a meta-analysis. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching. Our findings revealed two distinguishable dimensions of TPACK for both pre- and in-service teacher samples, which represented the technological and non-technological dimensions. The integrative model provided an overall better fit to the data. Moreover, TPACK self-reports were moderately correlated with technology use (r ̅s = 0.23-0.49) and exhibited substantial heterogeneity. Our results underscore the importance of generating and considering both internal and external validity evidence when applying TPACK assessments to generate implications for educational research and practice.

<p>Integration of technology in science instruction in special education context can be done within the technological, pedagogical, and content knowledge (TPACK) framework. Therefore, special education teachers are expected to have a good level of TPACK. This study aimed to explore the level of teachers TPACK in science instruction for students with special needs and to compare the TPACK level of teachers based on their gender. This research used a quantitative approach with survey method. The respondents of this study were special education teachers (N= 44). The data collection method was through a survey using the TPACK survey instrument. The validation result used the Pearson Correlation showed value per statement ranging from 0.504 - 0.904. Reliability showed in the Cronbach's coefficient Alpha for internal consistency value of 0.856 (high). The data analysis technique used was the descriptive statistical analysis technique and the independent sample t test. The results showed that the total average of all TPACK domain is concluded in good category with mean score 81.29. The t test calculation showed that the t value (0.123) is less than the critical t value in the t table (2.085). The p value obtained was 0.90, greater than 0.05. Therefore, Ho is accepted. The issue of gender equality that has begun to be implemented in Indonesia can be the reason for the loss of technological mastery differences. In conclusion, TPACK mastery of special education teachers in science instruction was not differentiated by teacher gender with p>0.05.</p>

In the context of educational transformation, the integration of innovations into teacher education programs is essential for enhancing the effectiveness of the teaching-learning process. Teachers must possess comprehensive content knowledge to incorporate suitable pedagogical practices and create technologically enriched educational environments. Teaching is a dynamic endeavor demanding a diverse range of knowledge and skills from educators, encompassing personal qualities, vocational expertise, and instructional abilities. This research focuses on investigating pre-service teachers' perceptions of Technology, Pedagogical, and Content Knowledge (TPACK). Conducted on 200 pre-service teachers from HNB Garhwal University, the study utilized a TPACK questionnaire with seven components. Employing descriptive quantitative research methodology, the analysis revealed that preservice teachers generally held an average and positive perception of TPACK. Gender and subject stream influenced the Technological Pedagogical Content Knowledge (TPCK) domain, while no significant differences were found in other components. Furthermore, locality and educational qualifications showed no significant impact on TPACK perception. Overall, the findings underscore the importance of understanding pre-service teachers' perspectives on TPACK to inform and improve teacher education programs.

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.

본 연구는 교육 환경 변화에 따른 음악교과 관련 테크놀로지 지식의 중요성 인식에 기반을 두어 예비초등교사의 음악과 테크놀로지 교수내용지식(TPACK)에 대한 인식을 분석하고 예비초등교사의 음악과 교수 역량 함양 방안을 논의하는데 목적을 두고 있다. 연구에서는 음악교과의 특성을 반영하여 개선한 음악과 TPACK 설문도구를 사용하였으며, 설문조사는 전국지역 8개 교육대학교의 음악심화전공 3-4학년에 재학 중인 예비초등교사 224명을 대상으로 실시되었다. 분석 결과, 예비초등교사들은 음악 관련 테크놀로지보다 일반적인 테크놀로지를 많이 사용하고 있었으며, 음악과의 TPACK 역량 수준은 높지 않게 나타났다. 예비초등교사들의 TPACK의 차이는 성별에 따라 유의하지 않았으나 학년과 현장실습 경험에 따라 유의한 차이가 있었다. 예비초등교사들의 테크놀로지 경험에 따른 TPACK의 차이는 일반 테크놀로지 경험이든 음악 관련 테크놀로지 경험이든 테크놀로지 내용지식(TCK)이 유의하게 높은 것으로 나타났으며, 경험해 본 음악 테크놀로지 종류에 따라 TPACK의 구성요인에 따른 인식에 있어서 유의한 차이가 나타났다. 이러한 연구결과를 바탕으로 한 논의사항은 다음과 같다. 첫째, 예비초등교사들에게 필요한 테크놀로지 관련 음악 교수 역량 지식 요소에 따른 구체화된 논의가 필요하다. 둘째, 음악교과의 관점에서 예비초등교사의 음악 TPACK의 인식에 대한 정기적인 점검을 통하여 균형있는 역량 개발이 지원되어야 한다. 마지막으로, 실천적 지식으로서의 TPACK 역량이 실질적인 음악교수 전문성으로 형성되기 위해서는 실제적인 교육의 현장에 적용하는 교수 경험과의 연계가 필요하다.The The purpose of this study is to analyze the perception of preliminary elementary teachers' music TPACK(Technological Pedagogical and Content Knowledge) based on the recognition of the importance of music subject-related technology knowledge according to changes in the educational environment. In the study, an improved music and TPACK questionnaire was used, and the survey was conducted with 224 preliminary elementary school teachers in their 3rd and 4th years of advanced music studies at 8 universities nationwide. The observed result was that preliminary elementary school teachers used general technology more than music-related technology, and the level of TPACK competency in music was not high. The difference in TPACK of preliminary elementary school teachers was not significantly correlated to gender, but there was a significant difference when comparing teachers by year in school and field practice experience. As for the difference in TPACK according to technology experience of preliminary elementary school teachers, technology content knowledge (TCK) was found to be significantly correlated, and significant differences appeared when teachers had general technology experience or music-related technology experience. Points of discussion based on these research conclusions are as follows. First, it is necessary to discuss the technology-related music teaching competency knowledge necessary for preliminary elementary teachers. Second, from the perspective of music as a subject, it is necessary to regularly check the preliminary elementary school teachers' perception of music TPACK. Finally, in order to clearly reveal the TPACK, which is the focus of this study, the combination and application of teaching abilities to the actual field of education is required.

With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers’ self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers’ high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning.

Computer science (CS) teachers’ training and profile is crucial to ensure students have access to quality computer science education (CSE). The aim of this study is to examine the profile of CS teachers in Greece and map it using the technique of persona. This study examines a national sample of 636 CS teachers who teach algorithms and programing in upper secondary education. The building of the persona is based on teachers’ abilities and needs regarding the central aspects of their knowledge with respect to three key domains as described by the technological, pedagogical, and content knowledge (TPACK) framework. According to the results, teachers attain relatively high scores on the TPACK subscales, however they state that there is an area for improvement in their Technology Knowledge and the intersection between content, pedagogical, and technological knowledge. In addition, teachers feel that they need further training on how to incorporate technology in their teaching as well as how to teach algorithms; which are two areas that relate to pedagogical content knowledge and TPACK. By mapping the knowledge, abilities, and needs of CS teachers, we will be able to recognize the challenges they face during teaching and consider strategies and policies for addressing these challenges.

Technological Pedagogical and Content Knowledge (TPACK) is a combined conceptual framework of interrelated knowledge of content, pedagogy, and technology that aims to make learning more effective and efficient. To improve learning activities, teachers must have knowledge so that teachers can integrate technology into learning as well as possible, including prospective teachers. PGMI is one of the majors that produces prospective teachers in basic education, so mastery of TPACK is important for PGMI students as prospective teachers before they become educators. The purpose of this study was to determine the TPACK mastery of PGMI UIN Antasari students and to determine the level of TPACK mastery of PGMI UIN Antasari students. The number of respondents in this study was 10 people. This type of research is quantitative research with a descriptive approach using survey methods. The sampling technique uses the slovin formula. Data collection techniques using questionnaires or questionnaires. The data analysis technique used is descriptive statistical analysis. The results showed that the TPACK mastery of PGMI UIN Antasari students was Medium and Low. Mastery of TPACK in the medium category, namely Technological Knowledge and Technological Pedagogical Knowledge. And the mastery of TPACK is in the low category, namely Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge and Technological Content Knowledge. The level of mastery of TPACK in the medium category is TK (3.40) and TPK (3.21) in the low category PK (2.93), CK (2.80), PCK (2.97), TCK (2.86).

The purpose of this study was to examine the impact of a GenCyber camp curriculum on teachers’ technology, pedagogy, and content knowledge (TPACK). The camp was designed to engage participants in developing the knowledge and skills to incorporate GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019) into their curriculums. Participants (37 middle and high school teachers from a variety of disciplines) attended one of two weeklong camps held at a Midwestern liberal arts university. Using the TPACK Self-Reflection and TPACK Self-Assessment Surveys, pre- and post-camp data were collected from participants. Findings indicate that participants demonstrated an increase in all domains of the TPACK framework from pre- to post-survey. The greatest increase was in Technological Pedagogy Knowledge (TPK) (0.57), followed by Pedagogical Content Knowledge (PCK) (0.51), and Technological Pedagogical Content Knowledge (TPACK) (0.46). GenCyber participants also demonstrated an average increase in pre- and post-test scores in all areas on the TPACK Self-Assessment Survey Results; however, individual results were mixed. The majority of participants (n=21), sixty percent, saw an increase in composite score from pre- to post, whereas 12 participants' (34%) scores decreased from pre- to post, and two (6%) stayed the same. Findings indicate the GenCyber Camp provided in-service teachers with the knowledge and skills necessary to incorporate GenCyber Principles and Cybersecurity Concepts into their curriculum. Recommendations for teacher professional development on cybersecurity are made.

<p>Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development. To address these critical gaps in the literature, an approach was developed that outlined eight DBL principles that foster understanding of TPACK-in-action in teacher education contexts. Next, a graduate course was designed to determine how course activities facilitated understanding of TPACK-in-action and to what extent students enacted TPACK-DBL principles. Following a case study methodology, data were collected from 10 graduate students through reflection reports, design guides, and researcher observation notes. The analysis of qualitative and descriptive data revealed that as a result of TPACK-DBL activities, students developed a four-dimensional understanding of TPACK-in-action: theory-practice connection, readiness for practice, technological proficiency, and sustainable learning of TPACK. The results offer recommendations to teacher educators for developing understanding of TPACK-in-action through DBL activities.</p>