TPACK in teacher education: Using pre-service teachers’ self-reported TPACK to improve pedagogic practice.

Abstract

This small-scale pedagogic research utilised pre-service teachers’ self-reported Technological Pedagogical And Content Knowledge (TPACK) to improve classroom practice in a Kenyan public university. Thirty-eight respondents completed the TPACK questionnaire and data was analysed descriptively into means, standard deviations and percentages using SPSS version 25 data analysis program. Results show that the pre-service teachers generally agreed about their technical knowledge to integrate with their content and pedagogical Knowledge (TPACK). The pre-service, however, were unsure about their technological knowledge (TK) and the specific technologies that are best suited for teaching and learning in their subject domains (TCK). The results further show that the pre-service teachers who pursue arts-based subjects reported low TK and technological content knowledge (TCK) compared to those pursuing science-based subjects. TK and TCK bases were thus critical areas of concern. Based on these findings, implications for practice namely: learning by doing and growth mindset strategies are proposed and discussed.