TEACHER EDUCATORS’ PERCEPTION OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE ON THEIR CLASSROOM TEACHING
Keywords:
Teacher Educators, Technological Pedagogical Content Knowledge and Classroom TeachingAbstract
Students of present era, usually pronounced as “digital natives,” enter schools with an expectation that they will be engaged in an information and communication technology (ICT) enriched learning experience under some ICT-expert teachers. To meet students’ expectations, teachers strive to enhance their knowledge of modern technology and teaching techniques that demand integration of technology in classroom teaching. However, there is a consensus among all stakeholders, that also includes policymakers, that teachers (as well as teacher educators) in Pakistan are poorly prepared and thus cannot meet the expectations of the “digital natives.” This study is based on the pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK) framework, which measures educators’ knowledge of effective teaching with technology. The model attempts to describe the type of effective teaching knowledge required by educators to implement technology integration in learning environments. By adopting a quantitative approach, the study analyzed the impact of teacher educators’ knowledge of three elements of TPACK, that include, technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) on their classroom teaching. Using the survey method and two adopted questionnaires, data from all the teacher education institutes of public and private sector in Sindh, Pakistan were gathered. A total of 410 valid cases were used to analyze data through the SPSS and the Smart PLS. The findings of the study reveal that all three elements of TPACK have a significant positive impact on teacher educators’ classroom teaching, this shows that it enhances students’ achievement and the quality of education. The study recommends that administrators, policymakers and educational stakeholder, align teacher educators’ continuing professional learning and development (CPLD) plans and curriculum of prospective teacher educators (pre-service teachers) with the specific factors that are known to improve a teacher’s TPACK.References
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